Personal

Development
Quarter 1– Module 3:
Developmental Stages in Middle
and Late Adolescent
Personal Development – Grade 12
Quarter 1 – Module 3: Developmental Stages in Middle and Late Adolescent

First Edition, 2020

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 Personal
Development
Quarter 1 – Module 3:
Developmental Stages in Middle
and Late Adolescent
Introductory Message

For the Facilitator:

Welcome to the Grade 12 Personal Development Alternative Delivery Mode

Module on Developmental Stages in Middle and Late Adolescent.

This learning material was collaboratively designed, improved, and scrutinized

by educators of the Department of Education to help our learners achieve the goals set
by the K to 12 Curriculum in the limits of their home as they overcome their physical,
personal, social and economic difficulties.

This learning material aspires to support and sustain the learner’s need of
continuous learning into guided and independent learning activities at their own
measure and time. With their present circumstances, the learners will able to engage
their 21st century skills.

As a facilitator, you are expected to orient the learners on how to use this
learning resource. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included here.

For the learner:

Welcome to the Grade 12 Personal Development Alternative Mode Module on

Developmental Stages in Middle and Late Adolescent.

In this learning material you will disclose yourself by showing your strengths
and weaknesses with courageous to face the odds of life such as confusion, rejection
and depression. These modules hopes that you will gain more self- confidence as you
discover yourself.

This material was designed to provide you with useful and meaningful
opportunities for guided and independent learning at your own pacing and time. In
your journey of learning, you will actively involve yourself to the learning process.

The following are some reminders in using this self-directed learning resource
material:

1. Use the material with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let us Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this material to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks provided here, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We will do the learning together.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 Let Us Learn!

Big Question: How can you as an adolescent be prepared for adult life by
accomplishing various developmental tasks according to developmental stages?

At the end of this learning process, you will be able to:

❖ evaluate your development in comparison with persons of the same age group.

After going through this module, you are expected to:

1. classify various developmental tasks according to developmental stage;

2. evaluate your development in comparison with persons of the same age group;
and
3. list ways to become a responsible adolescent prepared for adult life.

Let Us Try!

Activity 1: My Personal Timeline

A personal timeline portrays the influential events and happenings of a person’s

life so that he/she can understand where he/she has gone wrong and right in the
past. It helps to plan the future in a better constructive way.

Directions:
1. Using a bond paper, write the major events in your life and the significant
(parents/grandparents/relatives/close friends) people in your life.

2. Add your age, specific dates, and places in the timeline.

3. Draw the timeline horizontally, vertically, diagonally or even using ups and down
depending on your imagination.

4. Be creative in your representations by using symbols, figures, and drawings. Use

crayons or any art material depending on the available resources or just a simple
paper and pen may be fine.

5. Write a title for your timeline. It can be a word, a phrase or even a simple sentence.

You can also look for the personal timeline website template samples available online.

The link is https://www.template.net/business/timeline-templates/personal-

timeline-template/
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-
life-storyprobing-to-create-shift-to-life-liberating-meanings/

Reflection:

1. Is there a ‘center’ or a central theme in your timeline and life? What is it all
about?

2. While identifying the turning points in your timeline, what were your thoughts
and feelings?

3. Who were the most significant people in your life? How did they influence you?

4. What would you change or add if you could in your timeline? How would each of
these changes or additions affect your life, or even change its present course?

5. Where do you want to be in a year, 5 years, and 10 years? What do you expect
your future timeline would be?

Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-
your-life-storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2/

Let Us Study

Reading: Developmental Stages

Human Development focuses on human growth and changes across the

lifespan, including physical, cognitive, social, intellectual, perceptual, personality
and emotional growth. The study of human developmental stages is essential to
understanding how humans learn, mature and adapt. Throughout their lives,
humans go through various stages of development.

The human being is either in a state of growth or decline, but either

condition imparts change. Some aspects of our life change very little over time, are
consistent. Other aspects change dramatically. By understanding these changes,
we can better respond and plan ahead effectively.

Developmental Stage Characteristics

1. Pre-natal Age when hereditary endowments and sex are
(Conception to birth) fixed and all body features, both external and
internal are developed.
2. Infancy Foundation age when basic behavior is
(Birth to 2 years) organized and many ontogenetic maturation
skills are developed.
3. Early Childhood Pre-gang age, exploratory, and questioning.
(2 to 6 years) Language and Elementary reasoning are
acquired and initial socialization is experienced.
 4. Late Childhood Gang and creativity stage when self-help skills,
(6 to 12 years) social skills, school skills, and play are
developed.
5. Adolescence Transition age from childhood to adulthood
(puberty to 18 years) when sex maturation and rapid physical
development occur resulting to changes in ways
of feeling, thinking and acting.
6. Early Adulthood Age of adjustment to new patterns of life and
(18 to 40 years) roles such as spouse, parent and bread winner.
7. Middle Age Transition age when adjustments to initial
(40 years to retirement) physical and mental decline are
experienced.
8. Old Age Retirement age when increasingly rapid
(Retirement to death) physical and mental decline are
experienced.

Reading: Havighurt’s Developmental Tasks during the Life Span

Robert J. Havighurst elaborated on the Developmental Tasks Theory in the

most systematic and extensive manner. His main assertion is that development is
continuous throughout the entire lifespan, occurring in stages, where the
individual
moves from one stage to the next by means of successful resolution of problems or
performance of developmental tasks. These tasks are those that are typically
encountered by most people in the culture where the individual belongs. If the
person successfully accomplishes and masters the developmental task, he feels
pride and satisfaction, and consequently earns his community or society’s
approval.

This success provides a sound foundation which allows the individual to

accomplish tasks to be encountered at later stages. Conversely, if the individual is
not successful at accomplishing a task, he is unhappy and is not accorded the
desired approval by society, resulting in the subsequent experience of difficulty
when faced with succeeding developmental tasks. This theory presents the
individual as an active learner who continually interacts with a similarly active
social environment.

Havighurst proposed a bio psychosocial model of development, wherein the

developmental tasks at each stage are influenced by the individual’s biology
(physiological maturation and genetic makeup), his psychology (personal values
and goals) and sociology (specific culture to which the individual belongs).

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 The Developmental Tasks Summary Table

Infancy and Early

Childhood (0-5)
✓ Learning to walk
✓ Learning to take solid
foods
✓ Learning to talk
✓ Learning to control the
elimination of body
wastes
✓ Learning sex
differences and sexual
modesty
✓ Acquiring concepts and
language to describe
social and physical
reality
✓ Readiness for reading
✓ Learning to distinguish
right from wrong and
developing a conscience
Early Adulthood (19-30)
o Selecting a mate o Helping teenage children
o Learning to live with a
partner
o Starting a family o Achieving adult social
o Rearing children
o Managing a home
o Starting an occupation
o Assuming civic o Developing adult leisure
responsibility
o Relating to one’s spouse
Middle Childhood (6-12) Adolescence (13-18)
✓ Learning physical skills ✓ Achieving mature
necessary for ordinary relations with both
games sexes
✓ Building a wholesome ✓ Achieving a
attitude toward oneself masculine or
Learning to get along feminine social role
with age-mates ✓ Accepting one’s
✓ Learning an appropriate ✓ Physique
sex role ✓ Achieving emotional
✓ Developing fundamental independence of
skills in reading, writing, adults
and calculating ✓ Preparing for
✓ Developing concepts marriage and family
necessary for everyday life
living ✓ Preparing for an
✓ Developing conscience, economic career
morality, and a scale of ✓ Acquiring values and
values an ethical system to
✓ Achieving personal guide behavior
independence ✓ Desiring and
✓ Developing acceptable achieving socially
attitudes toward society responsibility
behavior
Middle Adulthood (30-60) Later Maturity (61-)
o Adjusting to
to become happy and decreasing strength
responsible adults and health
o Adjusting to
and civic responsibility retirement and
Satisfactory career reduced income
achievement o Adjusting to death of
spouse
time activities o Establishing relations
with one’s own age
as a person Accepting group
the physiological o Meeting social and
changes of middle age civic obligations
Adjusting to aging o Establishing
parent satisfactory Living
quarters

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Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human
Mind. Mutya Publishing House, Inc

The passage to adulthood: Challenges of late adolescence

Dr. Nicole Zarrett and Dr. Jacquelynne Eccles

In this paper, Dr. Zarrett and Eccles outline the major developmental
challenges likely to affect overall well-being during adolescence and emerging
adulthood. They discuss the personal and social assets needed to facilitate a
successful passage through adolescence and into adulthood.

Challenges
The developmental tasks of adolescence that Erikson outlined include the
development of a sense of mastery, identity, and intimacy. Others have added the
establishment of autonomy, management of sexuality and intimacy, and finding a
niche for oneself in education and work.

Eccles and Gootman elaborated on these tasks, identifying several more

specific challenges: (1) shifts in relationship with parents from dependency and
subordination to one that reflects the adolescent’s increasing maturity and
responsibilities in the family and the community, (2) the exploration of new roles
(both social and sexual), (3) the experience of intimate partnerships, (4) identity
formation at both the social and personal levels, (5) planning one’s future and
taking the necessary steps to pursue those plans, and (6) acquiring the range of
skills and values needed to make a successful transition into adulthood (including
work, partnership, parenting, and citizenship).

By emerging adulthood, youth are increasingly independent, acquire and

manage greater responsibility, and take on an active role in their own development.
Eccles and Gootman go on to specify some primary challenges in this last stage of
adolescence when youth begin to take on more demanding roles: (1) the
management
of these demanding roles, (2) identifying personal strengths and weaknesses and
refining skills to coordinate and succeed in these roles, (3) finding meaning and
purpose in the roles acquired, and (4) assessing and making necessary life changes
and coping with these changes. Successful management of all these challenges
depends on the psychosocial, physical, and cognitive assets of the individual; the
social supports available; and the developmental settings in which young people
can explore and interact with these challenges.

Physical and Biological Changes

During early adolescence, youth experience dramatic changes in the shape

of their bodies, an increase in gonadal hormones, and changes in brain
architecture. Another major biological change during this period between puberty
and young adulthood is in the frontal lobes of the brain, responsible for such

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functions as self-control, judgment, emotional regulation, organization, and
planning. These changes in turn fuel major shifts in adolescents’ physical and
cognitive capacities and their social and achievement-related needs. During early
adolescence, the primary task consists of managing these biological and cognitive
shifts and the subsequent influences these have on behavior, mood, and social
relationships. How youth cope with these changes will ultimately influence their
well-being in later adolescence as multiple additional tasks are imposed on them.

Cognitive Development

Cognitive skill development over the adolescent years enables youth to

become increasingly capable of managing their own learning and problem solving
while also facilitating their identity formation and maturation of moral reasoning.
There are distinct increases in adolescents’ capacities to think abstractly, consider
multiple dimensions of problems, process information and stimuli more efficiently,
and reflect on the self and life experiences.

The successful development of these cognitive skills relates to youth’s ability

to be planful, an important skill for successful pursuit of educational and
occupational goals. It has also been linked with adolescents’ greater investments in
understanding their own and others’ internal psychological states and the resulting
behavioral shift in focus on their developing close and intimate friendships. As
young people consider what possibilities are available to them, they are more
capable of reflecting on their own abilities, interests, desires, and needs.

Overall, youth are able to come to a deeper understanding of the social and
cultural settings in which they live. In fact, research has found an increase in
youth’s commitments to civic involvement when such cognitive developments are
coupled with prosocial values and opportunities to think and discuss issues of
tolerance and human interaction with others. In a culture that stresses personal
choice in life planning, these concerns and interests set the stage for personal and
social identity formation and ultimately influence educational, occupational,
recreational, and marital and family choices.

Source: https://deepblue.lib.umich.edu/bitstream/handle/

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 Let Us Practice

Activity 2: My Developmental Tasks when I was a Grade 11 Student

Directions:
1. Using the Developmental Tasks Summary Table above, assess your own level of
development when you were in Grade 11.
2. Write your answers on a whole sheet of paper using the format below.

What are the What are the What are the

expected expected tasks expected
Areas in Life tasks you have you have tasks you have
successfully partially not
accomplished? accomplished? accomplished?

Personal Life

Family

School

Community

Processing Questions:

1. Rate yourself from 1-10 (10 as the highest) on whether you have accomplished
those expected tasks when you were in Grade 11.

2. How do you feel about the transition from high school to college or from
adolescent to young adult?

3. Do you think you are ready for 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 to take so you can better plan
for the future?

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 Let Us Practice More

Activity 3: How Mindful Am I?

Directions: Study the following Guidelines for mindful speech by Dr. Christopher
Willard from Mindfulness for Teen Anxiety:

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?

In your journal, mark √ for yes, X for no, or ? if you’re not sure if the
statements below followed the Guidelines for Mindful Speech. 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

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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

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

Let Us Remember

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

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. 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.

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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.

Which tools do you use most often? Which tools do you use least often? Can you
think of ways to incorporate those tools into your life? Which one could you try
today?

Sources: https://info@mwithoutborders.org.
https://www.mindfulteachers.org/2015/04/how-mindfulam-i-
quiz.html

Let Us Assess

Directions: Identify the following characteristics of human development by giving

its corresponding developmental stage which are found inside the box. Write your
answers on a separate sheet of paper.

Pre-natal Early Childhood Adolescence Middle Age

Infancy Late Childhood Early Adulthood Old Age

1. It is a pre-gang age, exploratory, and questioning stage of development.

2. It is a foundation age when basic behavior is organized and many
ontogenetic maturation skills are developed.
3. It is a transition age from childhood to adulthood when sex maturation.
4. It is gang and creativity stage when self-help skills, social skills, school
skills, and play are developed.
5. It is the age when hereditary endowments and sex are fixed and all body
features.
6. It is the age when increasingly rapid physical and mental decline are being
experienced by the person.
7. This is the transition age. It happens when adjustments to initial physical
and mental decline are being experienced.
8. It is the age of adjustment to new patterns of life and roles such as spouse,
parent and bread winner.

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 9. This is where rapid physical development occurs resulting to changes in
ways of feeling, thinking and acting.
10. It is the stage of development where learning physical skills becomes
necessary for ordinary games.
11. It is a person wants to start a family and assume civic responsibility.
12. This stage of development occurs when a person has a desire to help
teenage children to become happy and responsible.
13. It is when a person needs to adjust to decreasing strength, health,
retirement and reduced income.
14. It is when language and basic reasoning are acquired and initial
socialization is experienced.
15. It is when the internal and external features of the human body are fixed
and identified.

Let Us Enhance

Portfolio Output No. 4: Mindfulness with Reflection

Directions: Answer the following questions.

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 given) 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?

Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html

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 Let Us Reflect

Activity 5: Sentence completion

Directions: On the space provided, supply the missing word or phrase to complete
the statements.

The developmental tasks of adolescence include the development of a sense

of (1) _______________________________________.
During (2) _________________________, youth experience dramatic changes in
the shape of their bodies, an increase in gonadal hormones, and changes in
(3) ___________________________.
During early adolescence, the primary task consists of managing these
(4) _________________________________and the subsequent influences these have on
behavior, mood, and (5) _______________________.
Cognitive skill development over the adolescent years enables youth to
become increasingly capable of managing their own (6)
____________________________while also facilitating their identity formation and
maturation of moral reasoning.
The successful development of these cognitive skills relates to youth’s ability
to plan, an important skill for successful pursuit of (7) ____________________________
goals.
The youth are able to come to a (8) __________________________ of the social
and cultural settings in which they live. In fact, research has found an increase in
youth’s (9) ____________________ to civic involvement when such cognitive
developments are coupled with prosocial values and (10) _________________ to think
and discuss issues of tolerance and human interaction with others.

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 12
Let us reflect: Assessment:
1. Early childhood
1. mastery, identity, and intimacy 2. Infancy
2. early adolescence 3. Adolescence
3. brain architecture 4. Late Childhood
4. biological and cognitive shifts 5. Pre-natal
5. social relationships 6. Old age
6. learning and problem solving 7. Middle Age
7. educational and occupational 8. Early Adulthood
8. deeper understanding 9. Adolescence
9. commitments 10. Middle Childhood
10. opportunities 11. Early Adulthood
12. Middle Age
13. Old Age
14. Early Childhood
15. Infancy
Answers to the activities may vary based on the learners’ personal experiences.
Answer key to Activities
 References

Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand
O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human Mind.
Mutya Publishing House, Inc
Department of Education. 2016. Personality Development: Reader. Accessed
September 8, 2020. https://www.coursehero.com/file/

http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-
storyprobing-to-create-shift-to-life-liberating-meanings/
https://info@mwithoutborders.org.

https://www.mindfulteachers.org/2015/04/how-mindfulam-i-quiz.html
https://deepblue.lib.umich.edu/bitstream/handle/
http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html

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For inquiries or feedback, please write or call:

Davao City Division Learning Resource Management Development

System (LRMDS)

Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

Email Address: davaocity.division@deped.gov.ph

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