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PERSONAL
DEVELOPMENT
Quarter 1 – Module 3:
Developmental Stages in
Middle and Late Adolescence

NAME: _________________________________LRN: ____________________________

AGE: ______________ GENDER: ________________STRAND: __________________
GRADE LEVEL: _____________ SECTION: __________________________________
Contact Number: ___________________ Email Address: _____________________
Name of Parents/Guardian: ______________________________________________
Address: (Municipality/Barangay) ________________________________________
Name of Adviser: _________________________________________________________
Subject Teacher: MARIA LYN V. ABRIOL Contact No: 0912-248-4597
Personal Development - Grade 11
Quarter 1 - Module 3:
Developmental Stages in Middle and Late Adolescence

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Layout Artist: Maria Lyn V. Abriol

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Personal Development - Grade 11
Quarter 1- Module 3:
Developmental Stages in Middle and Late Adolescence

I. INTRODUCTION

Look at yourself in a mirror and notice the changes in your face

as well as your whole body. Imagine what will happen when a person’s
developmental task is not achieved at a certain developmental stage.
In this lesson, you will learn skills and tasks appropriate as you are
now in your middle and later in your late adolescence. As you become fully
aware of the development in these stages, you are expected to become
responsible individuals.
This lesson will also give you an in-depth understanding of the
different developmental theories that will serve as your guide in coping with
the changes experienced during the transition stage.

II. OBJECTIVES
1. Discuss developmental tasks and challenges being experienced
during adolescence (EsP-PD11/12DS-Ic-3.1)

2. Evaluate one’s development through the help of significant people

around him/her (peers, parents, siblings, friends, teachers,
community leaders) (EsP-PD11/12DS-Id-3.2)

3. Identify ways that help one become capable and responsible

adolescent prepared for adult life (EsP-PD11/12DS-Id-3.3)

III. VOCABULARY LIST

For your better understanding of the lesson, here is the list of words
and their meanings. Read and understand them carefully.
✓ Adolescence - transitional phase of growth and development
between childhood and adulthood.
✓ Development – a process that creates growth, progress, positive
change or the addition of physical, economic, environmental,
social and demographic components.
✓ Dilemma - a situation in which a difficult choice has to be made
between two or more alternatives, especially equally undesirable
ones.
✓ Learning - the acquisition of knowledge or skills through
experience, study, or by being taught.
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 ✓ Moral - concerned with the principles of right and wrong behavior
and the goodness or badness of human character.
✓ Psychosocial - relating to the interrelation of social factors and
individual thought and behavior.
✓ Punishment - the infliction or imposition of a penalty as
retribution for an offense.
✓ Reward - a thing given in recognition of one's service, effort, or
achievement.

IV. PRE – TEST

Directions: This is a 5-point multiple choice test. Read and analyze each
statement below and carefully choose the letter that best describe the
statement. Write the letter of the correct answer on the Answer Sheet
provided for you.

_______1. With which is “Bad behavior is punished, good behavior is

rewarded,” closely associated.
I. Kohlberg’s pre-moral stage at the pre-conventional level
II. Kohlberg’s conventional level
III. Kohlberg’s post-conventional level
A. I only B. II only C. III only D. I, II, III
_______2. A preschool child’s notion of causality is said to be animistic. This
means that the child gives human characteristics to non-living objects.
Thus, the child may imagine that a doll or a stone is talking to him/her.
This concept is best related to ______________.
A. Piaget’s sensorimotor stage
B. Piaget’s preoperational period
C. Piaget’s concrete operational period
D. Piaget’s formal operational period.
_______3. In which developmental stage is sharing one’s life with another
person emphasized?
A. Ego Integrity vs. Despair C. Identity vs. Role Confusion
B. Generativity vs. Stagnation D. Intimacy vs. Isolation
_______4. Neil has become more independent in terms of decision making.
He loves to spend more of his time with his friend than with his parents.
With which developmental stage is the behavior of Neil closely associated.
A. Middle Childhood C. Early Adulthood
B. Adolescence D. Middle Age
_______5. In which stage of cognitive development does the child master the
concept of conservation?
A. Formal operations C. Pre-operations
B. Concrete operations D. Sensorimotor Intelligence

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 V. LEARNING ACTIVITIES
ACTIVITY 1: ANSWERING A MORAL DILEMMA
Mechanics of the Activity: Read carefully the story written by Kohlberg,
after which, you will answer the following guide questions. You may write
your answer on Activity Sheet provided to you.

Heinz’s wife was dying from a particular type of cancer. Doctors said a
new drug might save her. The drug had been discovered by a local chemist,
and the Heinz tried desperately to buy some, but the chemist was charging
ten times the money it cost to make the drug, and this was much more than
the Heinz could afford.
Heinz could only raise half the money, even after help from family and
friends. He explained to the chemist that his wife was dying and asked if he
could have the drug cheaper or pay the rest of the money later.

The chemist refused, saying that he had discovered the drug and was
going to make money from it. The husband was desperate to save his wife,
so later that night he broke into the chemist’s and stole the drug.
GUIDE QUESTIONS
1. Should Heinz have stolen the drug?
2. Would it change anything if Heinz did not love his wife?
3. What if the person dying was a stranger, would it make any
difference?
4. Should the police arrest the chemist for murder if the woman died?

LEARNING ACTIVITY 2: MY ADOLESCENCE

Mechanics of the Activity:
✓ Write the most important events or experiences in your middle and
late adolescence stages in your life.
✓ Write your answer on the provided Activity Sheet.
Middle Adolescence Late Adolescence

LEARNING ACTIVITY 3: THIS IS ME!

Mechanics of the Activity:
✓ Paste your picture on the following stages in your life:
✓ An Activity Sheet will be provided to you.
Early Adolescence Middle Adolescence Late Adolescence
(Ages 10-13) (Ages 14-16) (Ages 17-19)

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 ➢ Describe briefly how the following changes occurred:
Physical (body)
Psychological (feelings & emotions)
Social (interactions with significant others)
Behavioral (awareness & reasoning)
Spiritual (core values and beliefs)

LET’S DISCOVER!
According to the American Psychology Association (APA), the study of
human developmental stage is vital to comprehend human ability such as
learning, maturing and adapting. From early to old age, human beings process
themselves by going through various stages of development.

IMPORTANT KEY THEORIES ON DEVELOPMENTAL STAGES

A. THEORY OF MORAL DEVELOPMENT BY LAWRENCE KOHLBERG
• Level 1 - Pre-conventional morality
At the pre-conventional level (most nine-year-old and younger, some over
nine), we don’t have a personal code of morality. Instead, our moral code is
shaped by the standards of adults and the consequences of following or
breaking their rules. Authority is outside the individual and reasoning is
based on the physical consequences of actions.
➢ Stage 1. Obedience and Punishment Orientation. The
child/individual is good in order to avoid being punished. If a person is
punished, they must have done wrong.
➢ Stage 2. Individualism and Exchange. At this stage, children
recognize that there is not just one right view that is handed down by the
authorities. Different individuals have different viewpoints.
• Level 2 - Conventional morality
At the conventional level (most adolescents and adults), we begin to
internalize the moral standards of valued adult role models. Authority is
internalized but not questioned, and reasoning is based on the norms of the
group to which the person belongs.
➢ Stage 3. Good Interpersonal Relationships. The child/individual is
good in order to be seen as being a good person by others. Therefore,
answers relate to the approval of others.
➢ Stage 4. Maintaining the Social Order. The child/individual
becomes aware of the wider rules of society, so judgments concern
obeying the rules in order to uphold the law and to avoid guilt.
• Level 3 - Post-conventional morality
Individual judgment is based on self-chosen principles, and moral
reasoning is based on individual rights and justice. According to Kohlberg
this level of moral reasoning is as far as most people get.
➢ Stage 5. Social Contract and Individual Rights. The
child/individual becomes aware that while rules/laws might exist for
the good of the greatest number, there are times when they will work
against the interest of particular individuals.
➢ Stage 6. Universal Principles. People at this stage have developed
their own set of moral guidelines which may or may not fit the law.
The principles apply to everyone.
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B. THE PSYCHOSOCIAL STAGES OF DEVELOPMENT OF ERIK ERIKSON
• Stage 1 – Infancy: Birth to 18 months
Basic Trust vs. Mistrust
This stage begins at birth and lasts through one year of age. The
infant develops sense of trust when interactions provide reliability, care
and affection. A lack of this will lead to mistrust.
• Stage 2 – Early Childhood: 18 months to 3-year-old
Autonomy vs. Shame and Doubt
This stage occurs between the ages of 18 months to approximately
3 years. According to Erikson, children at this stage are focused on
developing a sense of personal control over physical skills and a sense of
independence. Erikson states it is critical that parents allow their
children to explore the limits of their abilities within an encouraging
environment which is tolerant of failure. Success leads to feelings of
autonomy, failure results in feelings of shame and doubt.
• Stage 3 – Preschooler: 3-5 years old
Initiative vs. Guilt
This stage occurs during the preschool years, between the ages of
three and five. The child begins to assert control and power over their
environment by planning activities, accomplishing tasks and facing
challenges. Success at this stage leads to a sense of purpose. If initiative
is dismissed or discourages, either through criticism or control, children
develop a sense of guilt.
• Stage 4 – School Age: 6-12 years old
Industry vs. Inferiority
This stage occurs during childhood between the ages of five and
twelve. It is at this stage that the child’s peer group will gain greater
significance and will become a major source of the child’s self-esteem.
The child is coping with new learning and social demands. Success leads
to a sense of competence, while failure results in feelings of Inferiority.
• Stage 5 – Adolescent: 12 – 18 years old
Identity vs. Role Confusion
The fifth stage occurs during adolescence, from about 12-18 years.
Teenagers explore who they are as individuals, and seek to establish a
sense of self, and may experiment with different roles, activities, and
behaviors. According to Erikson, this is important to the process of
forming a strong identity and developing a sense of direction in life.
• Stage 6 – Young adults: 18-35 years old
Intimacy vs. Isolation
This stage takes place during young adulthood between the ages of
approximately 19 and 40. During this period, the major conflict centers
on forming intimate, loving relationships with other people. Success
leads to strong relationships, while failure results in loneliness and
isolation.
• Stage 7 – Middle Aged Adult: 35-65 years old
Generativity vs. Stagnation
This stage takes place during middle adulthood between the ages of
approximately 40 and 65. People experience a need to create or nurture
things that will outlast them, often having mentees or creating positive
changes that will benefit other people. Success leads to feelings of
usefulness and accomplishment, while failure results in shallow
involvement in the world.
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 • Stage 8- Late Adult: 65 to death
Ego Integrity vs. Despair
This stage takes place after age 65 and involves reflecting on one's
life and either moving into feeling satisfied and happy with one's life or
feeling a deep sense of regret. Success at this stage leads to feelings of
wisdom, while failure results in regret, bitterness, and despair.
C. THE DEVELOPMENTAL TASKS THEORY BY ROBERT J. HAVIGHURST
Infancy and Early Childhood – birth to 5 years
▪ Learning to walk, to control bodily wastes, to talk, and to form
relationships with family members
Middle Childhood – 6 – 12 years
▪ Learning physical skills for playing games, developing school-related
skills such as reading, writing, and counting, developing conscience
and values, and attaining independence.
Adolescence – 13 -17 years
▪ Establishing emotional independence from parents, equipping self
with skills needed for productive occupation, achieving gender-based
social role, and establishing mature relationships with peers of both
sexes.
Early Adulthood – 18-35 years
▪ Choosing a partner, establishing a family, managing a home, and
establishing a career.
Middle Age – 36-60 years
▪ Maintaining an economic standard of living, performing civic and
social responsibilities, relating to a spouse as a person, and adjusting
to physiological changes.
Later Maturity – over 60 years
▪ Adjusting to deteriorating health and physical strength and
retirement, meeting social and civil obligations, and adjusting to death
or loss of a spouse.
THE DEVELOPMENTAL TASKS SUMMARY TABLE
Infancy and Early Middle Childhood (6-12) Adolescence (13-18)
Childhood (0-5)
➢ Learning to walk ➢ Learning physical ➢ Achieving mature
➢ Learning to take solid skills necessary for relations with both
foods ordinary games sexes
➢ Learning to talk ➢ Building a wholesome ➢ Achieving a
➢ Learning to control attitude toward oneself masculine or
the elimination of ➢ Learning to get along feminine social role
body wastes with age-mates ➢ Accepting one’s
➢ Learning sex ➢ Learning an physique
differences and appropriate sex role ➢ Achieving emotional
sexual modesty ➢ Developing independence of
➢ Acquiring concepts fundamental skills in adults
and language to reading, writing, and ➢ Preparing for
describe social and calculating marriage and family
physical reality ➢ Developing concepts life
➢ Readiness for reading necessary for everyday ➢ Preparing for an
➢ Learning to living economic career
distinguish right from ➢ Developing conscience, ➢ Acquiring values
wrong and developing morality, and a scale of and an ethical
a conscience values system to guide
behavior

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 ➢ Achieving personal ➢ Desiring and
independence achieving socially
➢ Developing acceptable responsibility
attitudes toward behavior
society

Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61+)

➢ Selecting a mate ➢ Helping teenage ➢ Adjusting to
➢ Learning to live with a children to become decreasing strength
partner happy and responsible and health
➢ Starting a family adults ➢ Adjusting to
➢ Rearing children ➢ Achieving adult social retirement and
➢ Managing a home and civic responsibility reduced income
➢ Starting an ➢ Satisfactory career ➢ Adjusting to death of
occupation achievement spouse
➢ Assuming civic ➢ Developing adult ➢ Establishing relations
responsibility leisure time activities with one’s own age
➢ Relating to one’s group
spouse as a person ➢ Meeting social and
➢ Accepting the civic obligations
physiological changes ➢ Establishing
of middle age satisfactory living
➢ Adjusting to aging quarters
parent

D. THEORY OF COGNITIVE DEVELOPMENT BY JEAN PIAGET

• Sensorimotor Stage (Birth - 2 years)
The main achievement during this stage is object permanence - knowing
that an object still exists, even if it is hidden. It requires the ability to form
a mental representation (i.e., a schema) of the object.
• Pre-operational Stage (2 - 7 years)
During this stage, young children can think about things symbolically.
This is the ability to make one thing - a word or an object - stand for
something other than itself. Thinking is still egocentric, and the infant has
difficulty taking the viewpoint of others.
• Concrete Operational Stage (7 - 11 years)
Piaget considered the concrete stage a major turning point in the child's
cognitive development because it marks the beginning of logical or
operational thought. This means the child can work things out internally in
their head (rather than physically try things out in the real world). Children
can conserve number (age 6), mass (age 7), and weight (age 9). Conservation
is the understanding that something stays the same in quantity even
though its appearance changes.
• Formal Operational Stage (11 years and over)
The formal operational stage begins at approximately age eleven and lasts
into adulthood. During this time, people develop the ability to think about
abstract concepts, and logically test hypotheses.
Reading: LIVING MINDFULLY
Living mindfully is like being an artist: you need the right tools to
practice your craft, and you need to constantly refine your technique to
achieve your creative potential.

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 In the same way, using the present moment tools below will help you to
hone a consistent mindfulness practice that will in time lead to a more aware,
compassionate and fulfilling way of life.

Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind
and bring your focus back to the present moment.
Tool 2: Listen Deeply. Listen with intention; let others fully express
themselves and focus on understanding how they think and feel.
Tool 3: Cultivate Insight. See life as it is, allowing each experience to be an
opportunity for learning.
Tool 4: Practice Compassion. Consider the thoughts and feelings of others
and let tenderness, kindness and empathy be your guides.
Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions.
Pause, breathe, and choose a skillful response based on thoughtful speech and
nonviolence under every condition.
Tool 6: Express Gratitude. Practice gratitude daily and expand it outward,
appreciating everyone and everything you encounter.
Tool 7: Nurture Mutual Respect. Appreciate our common humanity and
value different perspectives as well as your own.
Tool 8: Build Integrity. Cultivate constructive values and consistently act
from respect, honesty and kindness.
Tool 9: Foster Leadership. Engage fully in life and in community. Share your
unique talents and generosity so that others can also be inspired.
Tool 10: Be Peace. Cultivate your own inner peace, becoming an agent for
compassionate action and social good.

VI. PRACTICE TASKS

✓ LET’S CHECK YOUR LEARNING
PRACTICE TASK 1: MY DEVELOPMENTAL TASK
Task Mechanics:
▪ Using the Developmental Tasks Summary Table above, assess your
own level of development as a Grade 11 student.
▪ Use the worksheet below
▪ Answer the Guide Question.
▪ Write your answer on the Practice Task Sheet provided.
What are the expected What are the What are the expected
tasks you have expected tasks you tasks you have not
successfully have partially accomplished?
accomplished? accomplished?

Guide Questions:
1. Being in Grade 11, what are the developmental tasks expected of
you? Rate yourself from 1-10 (10 as the highest) whether you have
accomplished those expected tasks?

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 2. As you are in Grade 11, you are in transition from high school to
college, from being an adolescent to young adult. How do you feel
about this transition? What is your turning point?
3. Do you think you are ready in this transition which may mean more
responsibilities and greater accountability? If no, what are the
expected tasks you need to work on? If yes, what are the ways so you
can better plan for the future?

PRACTICE TASK 2 - HOW MINDFUL AM I?

Task Mechanics:
✓ For each of the following situations, decide whether the person
followed these guidelines for mindful speech:
✓ Write your answer on the provided Practice Task Sheet

Is what I want to say True?

Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?

[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard]

Mark √ for yes, X for no, or ? if you are not sure. There could be more than
one 'correct' answer. The purpose of this activity is to reflect on the
situations and whether you've witnessed or experienced something similar
in your own life.

1. I did really well on an exam. I said to my friends, “I got the top score.
What did you get?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
2. One of my friends was bragging about getting a good score on a test,
and I didn't want to tell him I failed. I said, "Congratulations!" then started
talking about something else.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
3. People kept telling me about this strange color Mrs. Jenkins dyed her
hair. When I saw her, I didn't think it looked that bad, so I told her, “Your
hair’s not as weird as everyone says it is.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
4. A woman with a big belly was about to enter the building. I told my
friend, “We need to go open the door for that lady. She’s pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
5. A boy told his friend to hold the door open for me because I’m pregnant.
I said, “Hey, I’m not pregnant! You sayin’ I’m fat?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
6. A boy told his friend to hold the door open for me because I’m pregnant.
I said, “Thank you for holding the door, but I’m actually not pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
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7. I saw a couple of kids cheating on a test. I went up to the teacher after
class and told him what I’d seen.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
8. I saw a girl looking at her phone during a test. I went up to the teacher
after class and told him she was cheating.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
9. I saw Maria’s boyfriend leaving the movie theater with another girl. I
called Maria and said her boyfriend was cheating on her.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
10. I saw Maria’s boyfriend leaving the movie theater with another girl. I
went up to them and said hi, and asked “Where’s Maria tonight?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech

PRATICE TASK 3: MINDFULNESS WITH REFLECTION

Task Mechanics:
✓ Analyze each case on How Mindful Am I?
✓ Answer the following questions
✓ Write your answer on the provided Practice Task Sheet.
1. Has someone ever asked you a question that you really didn't want to
answer? How did you respond?
2. Have you ever gotten (or give) a “compliment” that really wasn’t a
compliment? How did you feel afterwards?
3. Did you ever do something to be helpful that turned out badly? What
happened? What do you wish had happened?
4. Have you ever caught someone cheating (either on a test or on a
boyfriend/girlfriend)? Did you say anything? Why or why not?
5. Have you ever gotten in trouble because someone caught you cheating
(or thought you were cheating)? What happened? What do you wish
had happened?
6. In what other situations have you seen someone T.H.I.N.K. (or not)
before speaking? What happened?

VII. POST-TEST
General Direction: Answer the following test item. Write your answer on the
Answer Sheet provided.

I. This is a 5-point Matching Type Test. Read and analyze each statement below
and carefully match the letter that best describe the statement.

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 Column A. Column B.
______1. Individuals are capable of thinking and a. Basic Trust vs. Mistrust
analyzing abstract concept. b. Sensorimotor stage
______2. Children do good things because it is c. Generativity vs.
what their parents told them or else, they will be Stagnation
punished. d. Obedience and
______3. Individuals during this stage want to be Punishment Orientation
creative and productive by helping other people. e. Formal Operational stage
______4. Independence from parents or any f. Preoperational stage
authority figures is evident in this stage. g. Adolescence
______5. During this stage, an individual relies h. Initiative vs. guilt
mainly on the love and care of caregivers.

II. Answer the 5-item True or False Test and write your answers on the blank
provided before the number
________1. The term identity crisis which occurs during childhood comes from
the work of Erik Erikson.
________2. Nature vs. nurture is one of the debates on human growth and
development.
________3. Children can play symbolically during pre-operational stage of Piaget’s
Cognitive Development.
________4. School-aged children in the Erikson’s stage of Industry vs. Inferiority
focus heavily on their performance in school. They value more their
teachers and classmates’ feedback than those of their parents.
________5. Kohlberg’s pre-conventional level states that the individual’s moral
behavior is guided by anticipated consequences.

VIII. ASSIGNMENT / ADDITIONAL ACTIVITY

In the previous lesson, you were able to make a Developmental Plan of

Action. As your assignment, you will provide your own insights on how to become
a responsible adolescent. You may write your answer on the provided Answer
Sheet.
GUIDE QUESTIONS:
1. Identify two important relationships in your life and explain why they are
important.
2. Explain how your parents’ and teachers’ expectations of you have changed
as you have grown from childhood into adolescence.
3. Enumerate ways on how to become a responsible adolescent.

REFERENCES
• Source: Melody S. Case, et. Al. (2019). Personal Development. Lorimar Publishing, Inc.,
Cubao, Quezon City, Metro Manila.
• Source: info@mwithoutborders.org http://www.mindfulteachers.org/2015/04/how-
mindfulam-i-quiz.html
• Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html
• McLeod, S. A. (2013). https://www.simplypsychology.org/Erik-Erikson.html
• McLeod, S. A. (2013). https://www.simplypsychology.org/Kohlberg.html
• McLeod, S. A. (2013). https://www.simplypsychology.org/Piaget.html
• Psychology Notes HQ (2017) https://www.psychologynoteshq.com/development-tasks/

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