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REFLECTION
PAPER
(FIRST REPORTING)

Submitted by:
ACCAD, CHRISTINE JOICE R.

Submitted to:
PROF. GLORIA GOMEZ

Year & Section

BEED 1A
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 CHILD AND ADOLESCENT LEARNERS
Christine Joice R. Accad
BEED-1A
Prof. Gloria Gomez

This report of Group 1 tackles about the child, adolescents, growth and
development, and periods of development. This topic, the Child and Adolescent
Development is a combination of intellectual, cognitive, social, emotional, and physical
changes in children that occurs in roughly four stages which are infancy (birth – 2 years
old), early childhood (3 – 8 years old), late childhood (9 – 12 years old), and
adolescence (13 – 18 years old). Genetic predisposition, prenatal development, nutrition
and health care, culture and home environment, and education are some factors that
influence the changes. The nature vs. nurture argument—whether development is
primarily influenced by genetic or environmental factors—is currently viewed as a blend
of both influences, with an individual's genetic predisposition serving as a very broad
framework for later change brought on by environmental factors from the outside. This
topic also tackles about the different periods of development. They tackle 8 different
periods of development which are the following: prenatal/birth, infancy and
toddlerhood, early childhood, middle childhood, adolescence, early adulthood, middle
adulthood, and late adulthood.

Prenatal/birth, this stage is also call antenatal development where the process of
formation of embryo began through the development of fetus to birth. There are also
three (3) stage of prenatal growth; germinal (0 – 2 weeks), embryonic (3 – 8 weeks),
and fetal (9 weeks – birth). Infancy (from birth to 12 months) and toddlerhood (12 – 24
months), in this period if they are healthy enough, they are already achieving some
milestones within a specific window of time. Also, in this period some parents lost their
infant because of the sudden infant death syndrome (SIDS), this is a sudden and
unexplainable death of an infant younger than 1 year old. Ealy childhood (3 – 5 years

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old), this stage refers to the preschool year of a child which follows by toddlerhood and
precede to formal schooling.

Middle childhood (6 – 11 years old) is a stage where children move into more
expanding roles and environment. They began to spend more time away from their
family and spend more time in school and other activities and, at this stage as they
experience the world around them, they are starting to develop their own identity.
Adolescence is a period where the transition between childhood to adulthood happens.
Children who are entering adolescence stage are going through many changes in their
physical, intellectual, personality, and social development. Early adulthood starts at 25
to 40 – 45 years old. People in this stage are starting to build intimate relationships,
stablishing their own families. Middle adulthood (40 – 65 years old) is a period where
aging becomes more noticeable and they are already at their peak of career in love and
work. Late adulthood starts at 60 onwards and they are already prone to diseases such
as arteriosclerosis, cancer, and cerebral vascular disease increases substantially.

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 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING
PRINCIPLES
Christine Joice R. Accad
BEED-1A
Prof. Gloria Gomez

In this report of group two (2) about the child and adolescent learners and learning
principles, I learned that the different domains of development, context of development
and the development and pedagogy: theory and research. The knowledge I gain in this
report about the Domains of Development is that the word “domain” refers to specific
aspect of growth and change of an individual and that the domains of development is
used in relation to human development. Physical, cognitive, language, and social-
emotional are the major domains of development. The first domain of development is
Biological Development that is defined as the gradual change in the physical
appearance and brain, including shape, size, strength, sensory, and motor activities. In
this stage, children already starting to develop their fine and gross motor skill. Cognitive
Development, is a domain that includes intellectual development and creativity. It is
also referring to mentally process information on what’s happening around them and
also there are three (3) stages of Cognitive Development which are the sensorimotor
stage, a period between birth to two (2) years old which infant’s knowledge in their
surroundings is limited to their perception, followed by preoperational stage, a period
between two (2) to six (6) years old which where children learns to use language to
express their needs and feelings; lastly, concrete operational stage, period between
seven (7) to eleven (11) years old which where children gain better understanding of
mental operations. The last domain of development is socio-emotional development,
which refers to the children growing understanding and having control on their
emotions. The context of development is the circumstances that form the setting for an
event, statements, and idea, this also includes all the setting in which development
occur. There are four (4) context of development and these are the family, the primary

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context for development, and in which they instill values and attitude towards their
child in order to grow up positive, school is another important context of development
and in school is where they learn their academic skills such as writing and reading,
community, there are many aspect in which community affects children lives, and lastly,
culture, The system of behavior, norms, beliefs and tradition that form in order to
promote the survival of a group that lives in a particular environmental niche, describes
similarities within one group of people and differences between groups of people.

The last topic they tackle are the different kinds of methodology. First, Teacher-
Centered Instruction is based on the idea that the teacher has the responsibility in the
learning environment, that the teachers are in charge on the classroom and in all
activities. Second, Small Group Instruction, is usually done by group instruction and
provides the students to reduce the student-teacher ratio. Third,
Student-Centered/Constructivist Approach places more focus on students learning than
on teachers teaching; and lastly, Montessori approach is method of education that is
based one self-directed activity, hands-on learning, and collaborative play and in
Montessori classrooms, children make creative choices in their learning.

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 BIOLOGICAL BEGINNINGS

Christine Joice R. Accad

BEED-1A
Prof. Gloria Gomez

In this topic, it tackles the biological beginnings and the genetic foundations of
an individuals. The reporters also mentioned that heredity involves more than genetic
information from our parents. According to evolutionary psychology, we inherit our
genetic make-up from our ancestors' most adaptable genes. Let me discuss what I have
learn about this report of group three (3). Prophase, prometaphase, metaphase,
anaphase, telophase, and cytokinesis are the five phases that traditionally make up
mitosis. During interphase, a nuclear membrane protects the nucleus, DNA replication
occurs in the S phase, and sister chromatids converge at the centromere, the region at
the center of each chromosome. The cell has centrosomes at each pole to coordinate
the mobility of the chromosomes, aid in effective division, and guarantee that all
material is present in both daughter cells. During mitosis, centrosomes arrange the
mitotic spindle fibers that aid in separating the sister chromatids.

In Prophase, each replicated chromosome appears as two identical sister chromatids

connected at their centromeres, the mitotic spindle starts to form, and the chromatin
fibers condense into chromosomes that are visible under a light microscope. As the
microtubules between them stretch, the centrosomes also start to travel to the
opposing poles of the cell.

In metaphase, the centrosomes have moved to the cell's opposing poles during
metaphase. All the chromosomes are lined up near the middle of the cell's metaphase
plate, where they are all connected to microtubules by their kinetochores. The
metaphase plate is a hypothetical line that runs parallel to the two poles of the spindle.

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In anaphase, the sister chromatids separate during the quickest phase of mitosis, and
the chromosomes start to move to the opposite ends of the cell. The two sides of the
cell have an equivalent number of chromosomes by the time anaphase is complete.

In telophase, 2 daughter nuclei form. The nuclear envelope beings to reappear. DNA
begins to de-condense while spindle microtubules begin to depolymerize. Mitosis, the
division of one nucleus into 2, is now complete. Lastly, cytokinesis, which is the division
of the cytoplasm, takes place and the cell divides into 2 separate cells. In animal cells,
this is accomplished through a cleavage furrow that pinches the cell in 2.

The term "diploid" describes how many complete sets of chromosomes there are in
each cell of an organism: diploid cells have two entire sets. On the other hand, haploid
organisms only have one complete set of chromosomes.

Physical development is the progression and improvement of motor skills, or, to put it
another way, a child's capacity to utilize and control their body. One of the numerous
areas of newborn and toddler development is physical development. It has to do with
how the body's organs, including the brain, muscles, and senses, develop and grow.
Babies, for instance, discover the world as their physical senses of sight, touch, smell,
sound, and taste mature. Physical growth includes the development of the muscles and
speaks about children's increasing aptitude to employ their physical capabilities and
bodies. There are two categories of motor development: gross motor and fine motor
abilities. The term "gross motor skills" describes a child to exert more extensive body
control, including equilibrium, coordination, and deliberate control, stability, and
movement. Fine motor abilities are the level of coordination and dexterity required to
manage smaller body parts, such as picking up a raisin with the thumb and fingers.

That’s all the information I can remember and I learned during their discussion.

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 NEUROSCIENCE AND BRAIN DEVELOPMENT
Christine Joice R. Accad
BEED-1A
Prof. Gloria Gomez

Neuroscience is also known as Neural Science. Neuroscience is the study of how

our nervous systems develops, the structure of our nervous system, how does it work
and what it does. Traditionally, neuroscience has been categorized as a branch of
biology. These days, it is an interdisciplinary field of study that works closely with other
academic fields like languages, engineering, computer science, chemistry, philosophy,
psychology, and medicine. In the modern neuroscience, there are nine (9) major
branches and these are the affective neuroscience, behavioral neuroscience, cellular
neuroscience, clinical neuroscience, cognitive neuroscience, computational
neuroscience, cultural neuroscience, developmental neuroscience, and molecular
neuroscience. To deepen our knowledge about these nine (9) major branches of
modern neuroscience, let’s start in affective neuroscience. Affective neuroscience, a
field of study that focuses on the neurological underpinnings of emotions and
acknowledges the significant role that affects and emotions play in the regulation of
cognition and behavior. Behavioral neuroscience is the investigation of how animals'
and humans' behavior is caused by biology. This field typically looks at the
neurotransmissions in the brain and the psychological occurrences connected to
biological activity. Cellular neuroscience is the study of neurons at the cellular level is
called cellular neuroscience. It comprises physiological characteristics such protein
production and transport, synaptic plasticity, and membrane trafficking. Clinical
neuroscience, a subfield of clinical psychology called clinical neuropsychology is devoted
to understanding the connections between the brain and behavior, especially as they
relate to the diagnosis of brain disorders, the evaluation of cognitive and behavioral
functioning, and the development of effective treatments. Computational neuroscience
is a subfield of neuroscience that makes use of abstracted brain models, computer
simulations, theoretical analyses, and mathematical models to better understand the
principles underlying the structure, function, development, and cognition of the nervous
system. Cultural neuroscience, research in the topic of "cultural neuroscience" focuses
on how a person's cultural surroundings and neurological systems interact. In
specifically, the field draws on theories and viewpoints from fields including
anthropology, psychology, and cognitive neuroscience to investigate how sociocultural
factors affect human behavior. Developmental neuroscience, the area of neuroscience
that focuses primarily on the development of the nervous system is known as
developmental neuroscience. This includes research on everything from basic

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invertebrate animals to people. Molecular neuroscience is a branch of neuroscience that
examines the biology of the nervous system with molecular biology, molecular genetics,
protein chemistry and related methodologies.
The reporters of this topic discussed how the brain functions and develops, highlighted
the significance of brain development, and provided tips on how to improve and
maintain the health of our brains.

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 COGNITIVE DEVELOPMENT
Christine Joice R. Accad
BEED-1A
Prof. Gloria Gomez

The presenters discussed a new topic about cognitive development. The term
"cognitive development" comes from the word "cognitive," it refers to the process of
addressing each person's innate intelligence. They introduce tow well-known
psychologist whose theories are connected in this report, they are Jean Piaget, who was
born on August 9, 1896 in Neuchâtel, Switzerland, and Lev Vygotsky, who was born on
November 17, 1896 in Orsha, Belarus. Jean Piaget introduces a theory about cognitive
development by giving 4 different stages and these are the sensory-motor, pre-
operational, concrete-operational, and formal-operational stage. While Lev Vygotskly
only introduces 2 theories and these are social interaction and language. Under the
theory of social interaction of Vygotsky, he gave 3 impact that affecting social
interaction and a cultural tool under the language theory
Individuals and intelligence were also discussed; their topic includes intelligence notions
and aspects. And individual variations and components. They also mentioned the
primary mental capacities and their components or phases.

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REFLECTION
PAPER
(SECOND REPORTING)

Submitted by:
ACCAD, CHRISTINE JOICE R.

Submitted to:
PROF. GLORIA GOMEZ

Year & SectionBEED 1A

11
 DISCOVERING COGNITIVE AND LANGUAGE DEVELOPMENT
Christine Joice R. Accad
BEED-1A
Prof. Gloria Gomez

The presenters of this report tackled a topic about the factors affecting cognitive
and language development. Nutrition, environment, and maternal-child interaction are
some of the factors they discussed. These three factors are all important to a child
development. Nutrition has a big impact to a child development because a child
experiencing under-nutrition can cause them to have less energy and having less
interest in learning, which has a detrimental effect on their academic achievement and
cognitive development. It has an impact on body size, weight, and physical
development as well. In environmental factors, both the family and the community are
affected by these elements. Financial hardship, parental health and health behaviors,
parental education level, intimate partner violence, and family stress are all family-
related issues. Neighborhoods and schools are considered community factors. And
lastly, maternal-child interaction, children thrive in relationships that are safe and
supportive, especially those with their parents. According to studies, a child learns a lot
about development throughout the early years from their environment and the people
in it. The child's window of opportunity for learning will have an impact on their
formative years. Therefore, a mother's bond with her child is important because she is
currently the major person in the child's life. Mothers perform a variety of
responsibilities in their children's development since they serve as teachers for their
social and emotional, physical, cognitive, and independent growth.
The next topic they discussed is language development. Language development is
where children learn to understand speech and communicate through the process of
language development. Before acquiring fluency, a youngster could go through this
process of gradually understanding fundamental verbal patterns and growing their
vocabulary. The phases of language development are universal, yet each kid develops
at a different rate. The ability of a kid to acquire a language can be affected by a
variety of factors, including motivation, environment, gender, and physical
development. The last topic they discussed is cognitive development. Cognitive
development refers to a child's capacity for thought, exploration, and problem-solving.
Children's ability to consider and comprehend their surroundings is aided by the
development of information, skills, problem-solving, and dispositions. Cognitive
development includes the development of the brain.

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 SOCIAL AND EMOTIONAL DEVELOPMENT
Christine Joice R. Accad
BEED-1A
Prof. Gloria Gomez

In today’s topic, the presenters tackled a new topic about the social and
emotional development, and development of self and social understanding. To start, let
me reflect on what is social development and followed by the other topic that is
discussed earlier. Social development aims to improve everyone well-being in order to
function to their full potential. Social development is also a process through which a kid
learns to interact with those around them is referred to as social development. They
acquire abilities to interact with others and think through their behaviors as they grow
and come to understand their own uniqueness within their group. Most frequently,
when we talk about a child's social development, we're talking about how they form
friendships and other interactions, as well as how they deal with peer. This
development is important because it can impact many of the other forms of
development a child experiences. It can affect anything from a child's ability to learn
new words as a toddler to her capacity to fend off peer pressure as a high school
student to her ability to successfully negotiate the difficulties of adulthood. Next is
emotional development, learning what feelings and emotions are, comprehending their
nature and causes, identifying your own feelings as well as those of others, and
creating practical coping mechanisms are all part of emotional growth. The complex
process of emotional development starts in infancy and lasts into maturity. Joy, rage,
sadness, and fear are some of the earliest feelings that infants can recognize. More
complex feelings including shyness, surprise, elation, embarrassment, shame, remorse,
pride, and empathy emerge as children's sense of self grows. Children and teenagers in
school are still learning how to recognize emotions, comprehend why they occur, and
employ appropriate coping mechanisms. Development of the self is a practice of

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consciously bettering oneself in various facets of one's life is known as self-
development. It is the deliberate pursuit of personal improvement through the
development of one's own abilities, talents, and knowledge. However, the most
important aspect of self-development is the expansion of the individual self in order to
actively pursue self-fulfillment. Lastly, the social understanding. Children's interactions
with family and peers help them develop their social and emotional abilities as well as
their comprehension of other people. Children form expectations for persons in these
connections, which can result in secure or insecure attachments to parents. They also
learn how to interact with peers and adults and form a self-concept based on how
others see them. These connections serve as important platforms for emotional growth.
Surprisingly, social awareness develops in young infants quickly. Infants become aware
that other people have perceptions, emotions, and other mental states that influence
their behavior and are distinct from their own before the end of the first year. According
to carefully planned experimental research, young toddlers begin to comprehend that
someone else's ideas can be false rather than true, that memories can affect how you
feel, and that one's feelings can be kept from others before the end of the preschool
years. Social understanding occurs when a child is exceptionally perceptive observers of
others, drawing simple conclusions about people's mental states from their emotional
expressions, language, and conduct.

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 PSYCHOANALYTIC THEORIES
Christine Joice R. Accad
BEED-1A
Prof. Gloria Gomez

According to psychoanalytic theory, our behavior is influenced by our

subconscious wants and the experiences we had as children. Our personalities have
memories, beliefs, urges, drives, and instincts that we are not always aware of and that
make up this unconscious, therefore this is a vital phrase for this idea, "unconscious."
Also, according to Sigmund Freud's psychoanalytic theory of personality development,
the id, ego, and superego are three distinct but essential components that work
together to create human personality. The focus of psychoanalytic thought is on how
aware we are, together with the early childhood experiences that may have contributed
to the development of some mental diseases. This century-old technique is rarely used
by contemporary psychotherapists since it has so many drawbacks. Using the concepts
of conscious, unconscious, and preconscious thought, Freud separated human
awareness. You are reading this article while having conscious cognition. Your attention
is focused on the issue of psychoanalytic theory, and you are aware of what you are
reading and how the words are being used. You might be hearing someone on the
phone or listening to music at the same time in the adjacent room. You might be
thinking about what you'll make for dinner as you read this post. All of these are
examples of conscious ideas, whether they are present in your mind's fore or back. The
unconscious, according to Freud's psychoanalytic theory, is a primary contributor to
mental disease. These are subconscious memories that we have previously attempted
to erase. Our attempts to conceal these memories are typically motivated by unpleasant
emotions including guilt, humiliation, anguish, discomfort, and fear. Although it is
simpler to let such thoughts go in order to live a regular life, they nonetheless have a
significant influence on our behavior throughout life. Next topic is Erik Erikson’s stages

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of psychosocial development. A leading and important theory of development was
created by ego psychologist Erik Erikson. Erikson's theory focused more on psychosocial
than psychosexual development, despite the influence of psychoanalyst Sigmund
Freud's work. Let's analyze Erikson's psychosocial theory's history and many phases in
more detail. The most fundamental period of life is represented by the first stage in
Erikson's theory of psychosocial development, which takes place between birth and one
year of age. Because a baby is completely dependent, the dependability and caliber of
the child's caregivers are the foundation for building trust. The kid is completely
dependent on adult caregivers during this stage of development for all they require to
exist, including food, love, warmth, safety, and nurture. A youngster will learn that they
cannot rely on or trust the adults in their lives if a caregiver does not provide them
enough attention and love. Early childhood is the time period for the second stage of
Erikson's theory of psychosocial development, which focuses on kids gaining more self-
control. Preschool years are when the third stage of psychosocial development occurs.
Children start to exert their power and control over the world at this stage of their
psychological development through controlling play and other social interactions.
Children that succeed at this stage believe they are capable of leading others. People
who lack these abilities experience remorse, self-doubt, and a lack of initiative. The
fourth psychosocial stage occurs between the ages of five and eleven, during the early
years of school. Children start to feel proud of their accomplishments and skills through
social interactions. Children must adjust to changing social and academic expectations.
Failure causes emotions of inferiority, whereas success fosters a sense of competence.
The sometimes-difficult teenage years are when the fifth psychological stage occurs.
This stage is crucial for the formation of a sense of personal identity that will affect a
person's behavior and development for the rest of their life. Teenagers need to
establish their individual identities and sense of self. Success fosters the capacity to be
loyal to oneself, whereas failure foster’s role uncertainty and a frail sense of identity.
Young adults must develop close, enduring relationships with others. Success produces
strong relationships, whilst failure produces isolation and loneliness. This era includes
the adolescent and early adult years when individuals are evaluating their personal

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relationships. Adults must produce or nurture things that will endure after they are
gone, frequently by bearing children or bringing about a beneficial change for others.
Success produces a sense of purpose and accomplishment, whereas failure produces a
meager sense of engagement with the outside world. The ultimate psychosocial stage,
which takes place in old age and is concerned with looking back on life, is when people
decide whether they are content with the life they have led or whether they regret the
things they have done or not done. The way in which Erikson's theory handled
development over the lifetime, including old age, set it apart from many others. Older
people need to reflect on their lives and experience a sense of fulfillment. At this point,
success brings sentiments of wisdom, whereas failure brings feelings of regret,
resentment, and hopelessness. People take stock at this point in their lives as they look
back on their experiences. People who reflect on a life they feel was well-lived will feel
content and be prepared to face death with calm. Instead of feeling worried that their
life may end without having accomplished the things they feel they should have, those
who look back with only regret experience fear.

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 THE DEVELOPMENT OF MOTIVATION AND SELF-REGULATION
Christine Joice R. Accad
BEED-1A
Prof. Gloria Gomez

For today’s discussion, the topic is all about two psychologists, they are Burhus
Skinner who developed the reinforcement theory, and Abraham Maslow who developed
a hierarchy of needs. A psychological theory called reinforcement theory contends that
actions have consequences and that reinforcement, punishment, and extinction are
effective ways to alter behavior. Since a person's current behaviors are governed by the
law of effect and are founded on the results of earlier behaviors, according to Skinner, a
person's internal needs and desires are not significant areas of concern. In other words,
actions can be changed or influenced over time. Maslow's hierarchy of needs is a
psychological theory of motivation that includes a five-tier model of human needs that
is frequently represented as levels within a pyramid. The needs are physiological (food
and clothes), safety (work security), love and belonging needs (friendship), esteem,
and self-actualization going up the hierarchy in order. Prior to addressing needs higher
up the hierarchy, people must attention to those lower down. Deficit needs and growth
needs can be used to categorize this five-stage model. The top level is known as
growth or being needs, while the first four levels are sometimes referred to as
deficiency needs (D-needs) (B-needs). Deficit needs develop as a result of deprivation
and are said to motivate individuals when unsatisfied. Additionally, the longer these
wants go unmet, the bigger the motivation to satisfy them will be. For instance, a
person will become increasingly hungry the longer they go without meals.

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