Learner Diversity: Developmental Characteristics, Needs and Interests

Activity 2.1 Observing Learner Characteristics at different stages

Learners Development Matrix

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed children observed children observed
Physical
Gross-motor
skills

Fine-motor skills

Self-help skills

Others

Social
Interaction with
teachers

Interaction with
classmates/friend
s

Interests

Others

Emotional
Moods and
temperament,
expression of
feelings

Emotional
independence

Others
Cognitive
Communication
Skills

Thinking Skills

Problem-Solving

Others
Reflect

1. While you were observing the learners, did you recall your own experiences when you were at their age?
What similarities or differences do you have with the learners you observed?
Yes,
2. Think of a teacher you cannot forget for positive and negative reasons. How did she/he help or not help you
with your needs (physical, emotional, social and cognitive)? How did it affect you?
3. Share your insights here.
 Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying incessantly
and refuses to listen and accept sound advice that the teacher is offering. Her refusal to accept is because
_______.
A. She thinks what she feels is too special and unique, that no one has felt like this before.
B. The teenager’s favorite word is “no,” and she will simply reject everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher’s perspective
D. Teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-olds. Which
of the following should he best consider?
A. Provide daily coloring book activities
B. Ask the children to do repeated writing drills every day.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class: “What
happens to the egg if I add three tablespoon salt to the glass water?” This is hypothesis formulation. What
can you infer about the cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
 Which is your favorite theory of development. How can this guide you as a future teacher?
Clip some readings about this theory and paste them here.

Erik Erikson’s Theory of Psychosocial Development

Like Freud, Erik Erikson believed in the importance of early childhood. However, Erikson believed
that personality development happens over the entire course of a person’s life. In the early 1960s,
Erikson proposed a theory that describes eight distinct stages of development. According to Erikson,
in each stage people face new challenges, and the stage’s outcome depends on how people handle
these challenges. Erikson named the stages according to these possible outcomes:

Stage 1: Trust vs. Mistrust

In the first year after birth, babies depend completely on adults for basic needs such as food, comfort,
and warmth. If the caretakers meet these needs reliably, the babies become attached and develop a
sense of security. Otherwise, they may develop a mistrustful, insecure attitude.

Stage 2: Autonomy vs. Shame and Doubt

Between the ages of one and three, toddlers start to gain independence and learn skills such as toilet
training, feeding themselves, and dressing themselves. Depending on how they face these
challenges, toddlers can develop a sense of autonomy or a sense of doubt and shame about
themselves.

Stage 3: Initiative vs. Guilt

Between the ages of three and six, children must learn to control their impulses and act in a socially
responsible way. If they can do this effectively, children become more self- confident. If not, they may
develop a strong sense of guilt.

Stage 4: Industry vs. Inferiority

Between the ages of six and twelve, children compete with peers in school and prepare to take on
adult roles. They end this stage with either a sense of competence or a sense of inferiority.

Stage 5: Identity vs. Role Confusion

During adolescence, which is the period between puberty and adulthood, children try to determine
their identity and their direction in life. Depending on their success, they either acquire a sense of
identity or remain uncertain about their roles in life.

Stage 6: Intimacy vs. Isolation

In young adulthood, people face the challenge of developing intimate relationships with others. If they
do not succeed, they may become isolated and lonely.

Stage 7: Generativity vs. Self-Absorption

As people reach middle adulthood, they work to become productive members of society, either
through parenting or through their jobs. If they fail, they become overly self-absorbed.
Stage 8: Integrity vs. Despair
In old age, people examine their lives. They may either have a sense of contentment or be
disappointed about their lives and fearful of the future.

Erikson’s theory is useful because it addresses both personality stability and personality change. To some
degree, personality is stable, because childhood experiences influence people even as adults. However,
personality also changes and develops over the life span as people face new challenges. The problem with
Erikson’s theory, as with many stage theories of development, is that he describes only a typical pattern. The
theory doesn’t acknowledge the many differences among individuals.