Case Study 1

Republic of the Philippines
Laguna State Polytechnic University

Province of Laguna
Case Study 1
Exploring Developmental Changes in the Classroom Setting
In Partial Fulfillment in the Subject

Prof Ed 1: The Child and Adolescent Learners and Learning
Principles
Submitted By:
Leron, Jennylyn Xyrrielle D.
Pangilinan, Cathyrine R.
Submitted to:
Prof. Renniza F. Diola
December 12, 2023

Province of Laguna
OBSERVATION WORKSHEET
Student Information:
Student Name: Calix Natividad. Age: 5 years old
Date & Time of Observation: 8:30 – 9:30 AM (Nov. 24, 2023) Grade Level: Kindergarten
WEEK 1
Physical Development:
Observable Behaviors Behaviors Description of Behavior

Gross Motor Skills Stretching The student participated to
Jumping the Energizer that is
Dancing prepared by his teacher.
The student imitates the

steps that is being
demonstrate by the
characters in the video.
Fine Motor Skills Writing The student can trace letters

in his worksheet and write it
again in the space where
there is no tracing pattern.
Physical Changes Changes in posture The student always

straightens his back when
he sits, but changes his
posture when he walks or
stands.
Emotional Development:

Emotion Expression Expressing joy, excitement The student display joy and
excitement while engaging
in the interactive activities
that is prepared by his
teacher.
Emotion Regulation Covering his mouth When the student couldn’t

contain his laughter, he
covers his mouth to not
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make a loud noise.

Coping Mechanism Biting his nails During the recitation, the
student was asked a certain
question and he was having
a hard time to composed an
answer that resulted for him
to bite his nails.
Social Development:

Peer Interaction Sharing his eraser When the student were
Playing mini-wrestling given a worksheet, he let his
Helping his classmates to seatmate to borrow his
arrange the chairs eraser and his seatmate let
him copy one answer in
their worksheet.
After their activities, the

student played mini-
wrestling with his
classmates and started to
rumble around, but there
was no student that has
been harmed.
The student also helped his

girl classmate in arranging
their chairs when it was
messed up during their
game.
Communication Greeting others with a smile When the student saw the
Always using “po” and observer, he smiled and
“opo” wave his hand as a sign of
Waving his hand welcoming and saying “hi”.
The student also uses the
word “po” and “opo” every
time he was talking.
Relationships Attentive When the teacher started to

notice that the children was
too noisy, she stops them
and the student listen to
avoid being listed in the
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blackboard.
Cognitive Development:

Problem Solving Puzzle mat solving The student solved the
puzzle mat that is not in its
proper arrangement.
Critical Thinking Number and letter sense When the student heard the
number 1,2,3, he will
continue to count until 20.
Same it goes when the
student sees and heard the
alphabet.
Academic Progress Persistence/ resilient The student is persistent to

finish his worksheet even
though he passed his
answer sheet two times.
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Date & Time of Observation: 8:30 – 9:30 AM (Dec 1, 2023) Grade Level: Kindergarten
Week 2
Physical Development

Gross Motor Skills Stretching The class always starts with
Jumping an energizer that help the
Running students to be energize in
Raising his hand the whole duration of the
Bending class.
The student actively

participates in the energizer
that involves stretching,
jumping, bending, and
running.
As the class begins, the

student raised his hand
every time he wants to
answer.
Fine Motor skills Button and unbotton his When the student saw his
uniform buttons and zipper where
Zipping his pants open, he buttons it and
Writing zipped his pants.
Pasting things on his
worksheet The student can easily
match the right things from
column a to column b.
Same goes when the
student needs to paste a
certain illustration in his
worksheet.
Physical Changes Hair growth The student hair is already

leveling to its eyes, which
certainly make it look
longer.
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Emotional Development

Emotion Expression Expressing surprise, When the video “Ang
happiness, shy, and pain Matalinong Kalabaw” was
played, the student was
surprised with how the
carabao talked and make
decisions. The student was
also happy with how video
ends.
When the student talked

with the observer, he was
shy but smiling at the same
time.
As the student run around
the classroom, he bumped
into one of the tables that
make him show a pained
emotion.
Emotion Regulation Being quiet and covering his As the student want to
mouth avoid making loud noises
Keeping the emotion to when he laughed, he opts to
himself cover his mouth.
The student also keeps the

emotion to himself,
especially when he
accidentally bumped into
the table, he didn’t cry nor
tell it to his teacher.
Coping Mechanism Biting his nails When the student is in a

Putting both of his hands on stressful situation, the
his pocket student either put both of
his hand inside his pocket or
bite his nails.
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Social Development

Peer Interaction Doing a TikTok dance steps The student did a TikTok
Dancing a nursery song dance with his classmates
with his friends without even hearing any
Sharing his pencils music. They are the one
who is singing the song.
When the nursery song

“number song” was played,
the student dance and
count with his friends.
When one of the student

seatmates asked him if he
can borrow his other pencil,
the student let him
borrowed it with his eraser.
Communication Waving his hand The student wave his hand
Arching his eyebrows to everyone in the
Using “po” at “opo” classroom every time he
Doing a high fives saw them.
He respectfully responds to
every question using “po”
and “opo”
When the student was done

doing his activity, the
student does a high five
with his classmates.
The student arche his

eyebrows every time he had
a difficulty to understand a
topic.
Relationship Waiting for his turn The student waits for his
turn when the teacher was
checking their answer sheet.
Cognitive Development

Problem Solving Tying his shoe lace When the student saw his
shoe lace was untied, he
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tied it without asking for the

help of his teacher nor
classmates.
Critical Thinking Reciting the national flower, When the student was
leaves, tree, and etc of the asked about the national
Philippines leaves, flowers, and tree of
Imitation the Philippines, he
confidently answer it.
The student imitates the

gestures and the voice of
the character in the video
that they are watching.
Academic Progress Persistence and active The student is persistent to
learn and actively engaged
himself in the lecture.
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Date & Time of Observation: 8:30 – 9:30 AM (Dec. 4, 2023) Grade Level: Kindergarten
Week 3
Physical Development

Gross Motor Skills Stretching The class starts again with
Jumping an Energizer that is being
Tumbling copied by the student. The
Running student did a stretching,
Dancing jumping, dancing, and
Raising his hand running.
The student made a

vigorous step like tumbling
that shows how he manage
to balance his body weight.
As the teacher asked

questions, the student
raised his hand to answer.
Fine Motor Skills Writing The student can write his

Drawing shapes name perfectly and write a
Coloring letter without the help of
any tracing pattern.
The student also manages

to draw different shapes
and color it with his picked
shade.
Physical Changes Nail growth, change in The student nails grow and
posture the changes in posture can
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be observed. How the

student sit, stand, stand and
walked.
Emotional Development

Emotion Expression Expressing happiness, The student shows
excitement, amusement happiness, excitement,
amusement, and interest, as
their topic about healthy
food goes on.
Emotion Regulation Covering his mouth The student covers his

mouth every time he feels
like he will laugh a loud.
Coping Mechanism Biting his nails, putting his The student always bites his
both hand on his pocket, nails and put his both hands
eating a lot of foods when he was in a situation
that is stressful for him. The
student also eats a lot of
foods to distract himself
from other things.
Social Development:

Peer Interaction Sharing his food The student shared his food
playing habulan to his seatmate and friends
singing with his friends .
dancing with his classmates The student played
“habulan” with his
classmates inside the
classroom.
When a nursery song was

played, the student sung it
loud with his classmates.
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The student also

energetically dances when
the beat was very inviting to
dance.
Communication Telling stories about cartoon The student told his friends
Saying “po” and “opo” about a cartoon character
Clapping that he watched at their
Stomping his feet home.
Greeting others with a smile
The student used “po” and
“opo” in his sentences,
when he talked.
The student didn’t forget to

greet everyone with his
charming smile.
When the student feels

irritated and amazed he
stomped his foot.
Relationship Showing empathy When the student was

accidentally got knocked by
his classmates at the head,
the student doesn’t become
angry instead he looked at
the hand of his classmate
and then proceed to play
again.
Cognitive Development

Problem solving Matching The student answers the
worksheet that is given by
the teacher through
analyzing the picture and
thinking about what is
appropriate to matched in
the first column to the
second column.
Critical Thinking Classification The student can classify the

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difference between the

things that animals can
produce.
The student can also tell

whether the food that they
eat is healthy or not.
Academic Progress Knowing the classification of As their lesson goes on, the
different colors, foods, student easily classifies the
animals, letters, and etc. difference between the food
Actively participating in the that he ate, is it healthy or
class not.
The student also knows how

to matched things to where
it belongs.
The student also actively

engaged himself to the
class, as the lesson become
more interesting for him.
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Student Name: Niel Josehada Age: 11 years old
Date & Time of Observation: 1:00 to 2:00 PM (Nov. 24, 2023) Grade Level: Intermediate
Week 1
Observables Behavior Behaviors Description of Behavior
The student engage himself
Gross Motor skills Jumping in the energizer that is
Stretching prepared by his teacher. It
Raising arms and hands includes jumping,
Twisting his torso stretching, twisting his
Jog in place torso, and jog in place.
The student also raised his

arms and hands every time
he participates in the class.
When the student is picked

Fine Motor Skills Clapping hand to be doing the activity that
Pasting the finished work on is prepared by his teacher,
the board he helped in pasting the
Writing finished activity on the
board.
The student also engaged

himself in doing the yell
which includes clapping his
hand.
The student answered the

quiz that is prepared by
their teacher.
When the student stands and

Physical Changes Changes in posture sit, his posture differs
depending if he is relax or
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tense.
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When the teacher set the
Emotion Expression Expressing joy, defeat timer in the activity that they
are doing, the student is
expressing his joy in
thinking that they will win
over the girls. But when the
time ended, the student
expresses his defeat.
When the group of the

Emotion Regulation Breathing exercise student was announced to
be defeated, he does an
inhale, exhale breathing
exercise to calm his
emotion.
Rolling paper bills As the student went back to

Coping Mechanism Smiling his seat after being defeated,
he rolled his paper bills.
When the grouped of the
student was defeated, he
smiled even though he is
really sad about it.
Social Development:
When they are arranging the
Peer Interaction Guiding his group pieces of the puzzle, the
student guides his group to
where the pieces should be.
The student suddenly shouts

Communication Shouting when the other group is
Hand gestures almost done with their
Eye contact puzzle.
Using ‘po’ and ‘opo’
When the student is reciting,
he is using hand gestures,
making eye contact with the
teacher, and saying “po”
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and “opo” while

communicating.
The student and his group

Relationships Teamwork have teamwork during their
activity; they support each
other until the end of their
activity.
The student is giving
Problem Solving Collaborative instructions to his group for
their puzzle activity. He is
also helping to paste the
tape to the puzzle to make it
a complete image.
The student first observes

Critical Thinking Observative the pieces of the puzzle
before connecting them to
each other to complete the
puzzle.
He is more attentive to class

Academic Progress Attentive participation (recitation)
than to doing reports.
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Date & Time of Observation: 1:00 to 2:00 PM (Dec 1, 2023) Grade Level: Intermediate
Week 2
The class starts with an
Gross Motor skills Stretching (arms, legs) energizer that involved the
Jumping stretching of both arms and
Running legs, jumping, and jumping
Jumping jacks jacks.
Raising his hands
Passing the box When the game mystery box
was discussed, the student
passed the box while singing
the song about brushing
their teeth.
As the student interact with

the class, he raised his hand
if he wanted to answer.
The student is taking down

Fine Motor Skills Writing notes about their topic,
Using scissors puberty.
Pasting papers
As the student got to be the
one wo needs to get
something in the mystery
box, he uses the scissors to
cut the tape that he will be
needing in pasting the paper
in its appropriate position.
The student nail`s grow,

Physical Changes Nail growth which is very evident when
he raised his hand.
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The student expresses his
Emotion Expression Expressing excitement, excitement and joy when the
relief, joy, fear mystery box started to rotate
in the class.
When the song stops and the

box was left to him, he
expressed his fear, because
his answer might be wrong.
But at the end, he is relief
that his answer is right and
included in the puberty
growth.
The student messed his hair

Emotion Regulation Messing his hair when he was the one
answering in the mystery
box, to avoid shouting his
emotions a loud.
The student rolled his paper

Coping Mechanism Rolling paper bills, combing bills after he answer the
his hair said activity and combed his
hair at the same time.
Social Development:

During breaktime, the
Peer Interaction Playing with his friends student and his friends went
to their mini-reading corner
and started to have a pillow
fight.
While sharing his ideas

Communication Eye contact about the changes that
Hand gestures happen during puberty, the
Using “po” and student makes eye contact
“opo” with the teacher and his
Sharing his ideas classmates, he is using his
hand to point out the part of
the body where the changes
occur and saying “po” and
"opo.”
The student is showing

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Relationship Conflict with his crush jealousy when his crush is

talking to her seatmate. He
resolved it through effective
communication, and he sat
beside her crush.

During their mystery box
Problem solving Analyzing the words activity, the student first
analyzes the words, reading
them and staring at them.
The student first analyzes

Critical thinking Decision making, and observes the other
Observation answers of his classmates
before deciding which
category the sentence
belongs in.
The student is more active

Academic progress Active to class participation to class participation
(recitation) than to doing
reports.
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Date & Time of Observation: 1:00 to 2:00 PM (Dec. 4, 2023) Grade Level: Intermediate
Week 3

Stretching The student imitates the
Gross Motor skills Jumping steps that the character in
Jog in place the energizer was doing.
Stumping his feet
Raising his hands As the student wanted to
interact and answer
questions in the discussion,
he raised his hand.
The student writes their

Fine Motor Skills Writing answer in the manila paper.
However, the manila paper
doesn`t have a line that is
supporting them to write in
a straight way, that is why
his writing is going to
different direction.
The student hair increases

Physical Changes Increase in hair length that is very evident when he
combed his hair. Its hair
also starting to level in his
ear.
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When they are grouped into
Emotion expression Expressing frustration, joy, six groups, the student
nervous, romance expresses his frustration
about knowing the right
spelling of the words that
they are going to input in
the manila paper.
During the reporting of

their finished worked, the
student is nervous because
no one from his groupmates
join him.
The student also expressed

his joy while reporting,
since his classmates was
laughing.
The student is showing his

affection towards his
classmate.
Before the student start his

Emotion Regulation Breathe deeply reporting, he breathes
deeply to regulate his
breathing and not to be
nervous completely.
When the student is in

Coping Mechanism Stomped his feet stressful situation, like
lifting his chair reporting in front of the
class, he stomped his feet.
The student lifts his chair

using his feet when he was
having a hard time to
understand the lesson.
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Social Development:

When his co-reporter is
Peer Interaction: Guiding his co-reporters unable to adequately
explain how to use a shaver,
the student is going to use
some subject-related
buzzwords. And allow his
fellow reporters to
elaborate.
The student talking about

Communication: Giving examples their report, giving
Using gestures examples, and making
gestures to indicate actions.
Throughout their reporting,

Relationships: Teamwork the student and his co-
reporters collaborate and
provide assistance to one
another until the end of
their report.

While doing their activity
Problem solving Collaborative for classifying, what is the
purpose of the picture that is
pasted on the manila paper?
The student let his
groupmates write their
ideas, and he is helping the
group by giving examples
and ideas that are related to
the picture.
The student analyzes the

Critical Thinking Decision making suggestions of his
groupmates before deciding
what to write on the manila
paper.
Over the past few weeks, the

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Academic progress Active to reporting student’s activeness in

reporting has noticeably
improved, as indicated by
volunteering.
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Student Name: Josh Opulencia Age: 17 years old
Date & Time of Observation: 2:00 to 3:00 PM (Nov. 17, 2023) Grade Level: Senior High
Week 1

The student suddenly
Gross Motor Skills Jumping jumped out of excitement
during breaktime with his
friends.
The student’s writing his

Fine Motor Skills Writing answer to the quiz they have
Drawing on the paper. And he writes
fast.
While his classmate is

reporting in front, he is
drawing or sketching
something in his notebook.
When the teacher entered

Physical Changes Changing his posture the classroom, he changed
his posture to a serious and
attentive manner.

The student displayed
Emotion Expression Expressing excitement, excitement and laughter
happiness while talking to his circle of
friends.
When the teacher asked the

Emotion Regulation Calming down student about his
understanding of the lesson,
he took deep breaths before
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answering the question.
While answering the

Coping Mechanism Using gestures question of the teacher, the
Holding his ID student is using gestures,
and his other hand is
fiddling with his ID.
Social Development:

During breaktime, he
Peer Interaction Talking with his friends immediately went to his
friend's table, and they
started talking about the
debate.
He’s explaining how to

Communication Using gestures answer the quiz they have
using verbal and gestures.
When he is in debate, he
Relationships Paying attention spills personal words on the
other party. He resolved it at
the end of the debate
through effective
communication and
maintained positive
friendships with his
classmates.

He is calm while the other
Problem Solving Analyzing the problem party is making their
argument. writing down the
argument in his paper and
staring at it.
He’s answered by giving a

Critical Thinking Calmly saying his answer social issue that happened
in the Philippines and
relating it to the other
party’s argument.
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During the debate, it was

Academic Progress Improvement of noticeable that he
understanding completely understood the
arguments as time went on
and easily answered them
with a confident and calm
voice.
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Date & Time of Observation: 2:00 to 3:00 PM (Nov. 24, 2023) Grade Level: Senior High
Week 2

He threw a piece of paper at
Gross Motor Skills Throwing his classmates when they
called him to clean their
classroom.
He is painting their costume

Fine Motor Skills Painting for the book character
event.
While he’s painting, his
Physical Changes Changing his posture posture is calm and
comfortable. When his
colleague started discussing
their plans for the event, he
changed his posture to an
attentive manner.

The student displayed
Emotion Expression Expressing frustration frustration while sharing his
grade with his friends.
The student’s gripping his id

Emotion Regulation Gripping his Id lace lace while venting out his
frustration.
After sharing, the student

Coping Mechanism Playing with the paint distracts himself by playing
brushes with the paint brushes in
front of him.
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Social Development:

When the student was
Peer Interaction Sharing his extra painting, he let his
paintbrush classmate borrow his
paintbrush.
The student’s sharing the

Communication Sharing issues that he observed in
Using actions their school.
While sharing his

observations and
experiences, he uses verbal
communication and takes
some actions that are
related to the topic.
The student is disagreeing

Relationships Disagreeing with some plans of his
colleague for their event,
and then he is suggesting
new ideas. His colleague
found it effective, and he
continued to have good
relationships with his
classmates.

He is taking note of the
Problem Solving Note taking possible ideas and designs
for their costume and their
venue.
Without a second thought,

Critical Thinking Applying the new designs he applied his new designs
(painting a new color and
images) to their costume.
During their meeting, he is

Academic Progress Giving ideas giving ideas about the
design they will do for the
venue of the event.
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Date & Time of Observation: 2:00 to 3:00 PM (Dec. 1, 2023) Grade Level: Senior High
Week 3

While he is reporting, he
Gross Motor Skills Stumping of feet will stump his feet if he
doesn’t understand the topic
that he is reporting on.
While his co-reporters are

Fine Motor Skills Gripping his Id lace and the talking. He is there,
table standing in front, and he is
continuously gripping his ID
lace, sometimes the table in
front of him.
The student beard has

Physical Changes Beard growth noticeably grown over the
past few weeks.

The student’s voice is
Emotion Expression Expressing nervousness getting louder, and it seems
like he is shouting the words
while reporting.
The student’s suddenly

Emotion Regulation Cursing cursing when he doesn’t
know the topic he is
reporting on.
While he is in front, his
Coping Mechanism Gripping his Id lace hands are always moving,
Using gestures especially when he is
already discussing.
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Social Development:

When his co-reporter
Peer Interaction Guiding his co-reporters doesn’t know how to explain
a certain topic, he will use
some keywords that are
related to the topic. And let
his co-reporters expand on
it.
He’s discussing their report

Communication Giving examples using examples and taking
Using gestures some actions through
gestures.
He and his co-reporters

Relationships Teamwork have teamwork during their
reporting; they support each
other until the end of their
report.

He’s reading the question
Problem Solving Analyzing the question continuously and staring at
the words.
He’s giving example

Critical Thinking Giving examples scenarios, and then he’s
relating them to the topic
and expanding the
explanation.
He is more attentive to class
Academic Progress Attentive participation (recitation)
than to doing reports.
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CHAPTER I
INTRODUCTION
The basic tenet of comprehending the complex diversity that typifies the human
experience is that "not all individuals are alike." Humans as a species display an astounding
range of diversity in terms of physical characteristics, mental abilities, emotional reactions,
and cultural origins. This inherent diversity is not merely confined to observable traits but
extends to nuanced layers of identity, encompassing beliefs, values, and individual
experiences. Recognizing this heterogeneity is essential in unraveling the complexities of
human behavior, cognition, and societal dynamics.
This case study aims to scrutinize the profound impact of the classroom environment
on children's development, exploring how advancements in teaching methods, particularly in
the twenty-first century, have significantly enhanced developmental outcomes. The
integration of technology as how it is inclusively being use in the Bernaldo N. Calara
Elementary and Senior High School (BNC), in classrooms creates dynamic, interactive
settings that foster participation and critical thinking. The vast resources available on the
internet promote the cultivation of independent research skills. Collaborative tools facilitate
seamless communication and teamwork, preparing children for real-world interactions.
Personalized learning platforms accommodate diverse learning styles, allowing each child to
progress at their own pace. The contemporary educational paradigm emphasizes creativity,
problem-solving, innovation, and adaptability. Furthermore, global connectivity fosters
cultural awareness, nurturing a generation characterized by acceptance and compassion.
In this light, this research undertakes a comprehensive examination of student
behaviors across different developmental stages, encompassing preschool, late childhood, and
adolescence. The observation and analysis focus on physical, emotional, social, and cognitive
dimensions of development, contributing to a nuanced understanding of the multifaceted
aspects that shape the developmental trajectories of individuals in diverse educational
settings.
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CHAPTER II
DISCUSSION
In this section, the researcher meticulously examined the physical, emotional, social,
and cognitive development of a preschool, elementary, and senior high student across various
components. The focus encompassed gross motor skills, fine motor skills, physical changes,
emotion expression, emotion regulation, coping mechanisms, student-peer interaction,
communication (verbal and non-verbal), student relationships, problem solving, critical
thinking, and academic progress.
Physical Development in Preschool
Physical development in preschoolers is marked by the rapid growth and refinement

of motor skills. Gross motor skills, involving larger muscle groups, advance through different
activities. Fine motor skills, utilizing smaller muscle groups, progress with tasks that doesn’t
required moving a lot of muscle. Preschoolers’ physical development encompasses the
evolution of motor abilities, coordination, and maturation during the ages of three to five.
Both gross and fine motor skill milestones are noteworthy. Adequate nutrition and proper
rest play crucial roles in supporting this dynamic phase of growth.
During the observational period, the initiation of class sessions involved a deliberate
energizer designed to stimulate student engagement. The observed activities showcased
active participation in gross motor skills, encompassing stretching, jumping, and dancing. It
is noteworthy that the student’s engagement in gross motor skills extended beyond these
fundamental activities, including bending forward to mimic energizer steps, raising hands to
respond to teacher queries, tumbling to enhance body coordination and balance, running, and
dancing in synchronization with video music.
Proficiency in fine motor skills was discernible through letter writing, both with and
without tracing patterns. Additionally, the student exhibited competence in buttoning and
unbuttoning their uniform, zipping their pants, and maintaining overall personal grooming
after using the bathroom. Fine motor skills further manifested in precise activities such as
drawing lines connecting dots, coloring shapes, and accurately pasting items onto worksheets.
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Physical changes were observed, particularly in posture adjustments contingent on the

student’s position—upright while sitting and slightly slouched while standing. Furthermore,
the student exhibited noticeable changes in hair growth, with longer strands now reaching eye
level. The length of the hair increased over the observational period, indicative of ongoing
growth. Similarly, the student’s nails displayed growth, as evidenced during instances where
the student presented their hands. This comprehensive observation provides insights into the
multifaceted aspects of the student’s motor skills development, and physical transformations
over the observational timeline.
Additionally, developmental tasks, as outlined in Module 2, emphasize age-specific

challenges for children. The physical development of preschools is just like what the
researcher had observed. The observed enhancement of the student’s muscle coordination and
balance is evident in activities such as running, jumping, tumbling, mini-wrestling, and other
physical pursuits. These activities contribute to the fulfillment of developmental tasks
associated with physical growth and motor skill refinement during this stage of childhood
development.
This is also in accordance with the bioecological theory of Urie Bronfenbrenner, "The
Bioecological Model Structure of Environment." The child's "pattern of stability and change"
throughout life is referred to as the chronosystem, the fifth level. Events will have an impact
on people's development as individuals. The student exhibited noticeable changes in hair
growth, with longer strands now reaching eye level. The length of the hair increased over the
observational period, indicative of ongoing growth. Similarly, the student’s nails displayed
growth, as evidenced during instances where the student presented their hands. It illustrates
how the student's physical attributes, including his hair and nails, evolve over time.
Physical Development in Late Childhood
In the developmental stage of late childhood, spanning from ages 6 to 12, children
undergo notable physical transformations characterized by continuous growth and the
refinement of motor skills. This period is marked by improvements in both gross and fine
motor skills, encompassing enhanced coordination, strength, and endurance. Increased bone
density and muscle development contribute to heightened physical abilities, supporting
engagement in sports and other active pursuits. The onset of puberty-related changes,
including sexual maturation, typically commences towards the latter part of this stage, setting
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the groundwork for the subsequent adolescent growth spurt and puberty-associated
developments.
Over a three-week observation period, the student’s physical development was

examined through the lenses of gross motor skills, fine motor skills, and physical changes. In
terms of gross motor skills, the student actively participated in the teacher’s prepared
energizer activities, involving stretching, jumping, jogging in place, performing jumping
jacks, and twisting the torso. The energizer activities not only promoted physical well-being
but also fostered a positive and energetic atmosphere in the classroom.
Furthermore, the student’s active participation in class activities, such as willingly

passing the mystery box and responding to questions through raising the hands, showcased an
eagerness to engage with peers and contribute to the learning environment. This engagement
contributed to the student’s overall physical activity and energy throughout the class duration.
In the realm of fine motor skills, the student exhibited sportsmanship by clapping
hands during victories in team activities. Additionally, the use of scissors for cutting tape,
pasting their finished activities in the board, and engaging in other fine motor tasks was
observed. However, the student’s writing approach revealed a preference for print writing
over cursive, and challenges were noted when attempting to write a sentence in a straight
manner without lined paper.
Regarding physical changes, the initial week primarily focused on observing the
student’s body posture while sitting and standing. In the second week, the growth of the
student’s nails was noticeable, especially when the student gestured or raised his hand. The
third week brought attention to hair growth, with an increased length reaching the level of the
student’s ear.
According to Sigmund Freud, as children transition into the age of 11, they enter the
“latency stage” of psychosexual development. During this phase, the focal point shifts from
pleasure areas like the mouth and bowel to the genitals, serving as an erogenous zone, up to
this stage where the pleasure area is absent. The children involve themselves more into
activities that they see as an enjoyable and exciting one. In which displayed in the behavior of
the student that is observed by the researcher. The observed student actively engages in
various activities orchestrated by the teacher, such as imitating the steps demonstrated in the
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energizer video. This active participation aligns with Freud’s conceptualization of pleasure-
seeking behaviors associated with the phallic stage.
Simultaneously, the student demonstrates mastery of fundamental skills, consistent

with the developmental tasks outlined in Module 2. This alignment is particularly evident in
the domain of physical development during late childhood. The student’s engagement in
diverse activities underscores the multifaceted nature of development during this stage,
encompassing both psychosocial and physical dimensions.
on people's development as individuals. In the second week, the growth of the student’s nails
was noticeable, especially when the student gestured or raised his hand. The third week
brought attention to hair growth, with an increased length reaching the level of the student’s
ear. It illustrates how the student's physical attributes, including his hair and nails, evolve
over time.
In essence, the observations during the three-week period shed light on the
multifaceted aspects of the student’s physical development, encompassing both motor skills
and visible changes. These insights contribute to a comprehensive understanding of the
dynamic nature of late childhood physical development.
Physical Development in Adolescents

Adolescence brings about a variety of internal and invisible bodily changes, although
some are readily apparent to outside observers. These noticeable bodily alterations can have
an impact on how adults and peers of different genders regard and behave toward
adolescents. "Puberty" is the term used for the physiological changes that the body goes
through during adolescence, both internally and externally. While all adolescents experience
the major physical development milestones of adolescence, there are significant differences
in the timing of these milestones between the sexes. While some teenagers show outward
signs of maturity before their peers do, others show these indications later. It's crucial to
remember that even while physical changes are occurring, everyone goes through changes as
an adolescent; the time and sequence of these changes will differ from person to person.
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During the observational period, the first things the researchers noted about the
student were his physical growth, fine and gross motor skills, and body postures. The student
has a predisposition to stomp his feet when he doesn't comprehend anything, and the student
suddenly jumped out of excitement, and he frequently throws everything in his hand when
someone interrupts him when he's concentrating on a task.
Additionally, the researchers observed that the student is writing fast and noted that he
takes satisfaction in creating art, such as painting and drawing. He is always drawing or
doodling on paper—any kind of paper, even his notepad. He appears to be writing when he
paints because of the way he holds the paintbrush. The researchers also noticed that the
student’s beard has grown over the past few weeks, and it is noticeable that the student
continually adjusts his posture in front of the class, whether he is listening to his teacher or
other students.
In alignment with Sigmund Freud’s defense mechanism. The observed student
exhibits a defense mechanism identified as regression. This mechanism is characterized by
the display of reverting back to immature behavior; the student is having tantrums (stumping
his feet) when he doesn't comprehend anything and suddenly jumping out of excitement.
Moreover, with reference to Module 2, “Developmental Tasks,” the adolescent stage

is emphasized as a time when individuals achieve increased self-reliance and the
development of their identities. development of secondary sexual traits and sexual organs
(puberty). Body structure and shape change. This alignment is especially noticeable in the
area of adolescent physical development. The student's involvement in a variety of activities
highlights how complex growth is at this point, involving physical as well as emotional
aspects.
on people's development as individuals. The student's beard has grown over the last two
weeks, though, in this development. It illustrates how the student's physical attributes,
including his beard, evolve over time.
Emotional Development in Preschool

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Emotional development in preschoolers is a critical aspect of their overall growth.

During this stage, children begin to understand and express a wider range of emotions.
Additionally, they start recognizing and managing their feelings, laying the foundation for
emotional intelligence. Preschoolers may display increased independence, assertiveness, and
the ability to empathize with others. Emotional development is fostered through positive
interactions with caregivers and peers, helping children navigate social relationships and
establish a sense of self-awareness. This foundational emotional growth is crucial for their
well-being and future social interactions.
The observation into emotional development delved comprehensively into the facets
of emotion expression, regulation, and coping mechanisms exhibited by the observed student.
An inherent vulnerability was evident as the student consistently manifested emotions of joy,
happiness, and excitement during participatory activities. A notable instance was the student’s
engagement with the video “Ang Matalinong Kalabaw,” wherein expressions of amusement
and surprise were discernible throughout the viewing experience. However, the student’s
emotional spectrum also encompassed a pained expression following an accidental collision
with a table, and a shy expression when the student was talking to the researcher, highlighting
the nuanced nature of emotional responses.
Observations unveiled the student’s use of hand gestures, particularly the act of
covering the mouth to stifle laughter, indicative of a self-regulatory mechanism employed to
manage emotional expressions. It is also evident how the student manages to kept the
emotion to themselves. The student demonstrated an adeptness in internalizing and
controlling emotions, refraining from overt displays that might disrupt the classroom
environment.
Distinct coping mechanisms emerged during the observational period, notably the
student resorting to nail-biting, placing both hands inside pockets, and engaging in increased
food consumption. These behaviors were consistently observed in situations deemed stressful
or when the student found himself called upon to participate actively in class. The
multifaceted nature of coping strategies suggested a dynamic and adaptive response to
varying emotional states, underscoring the student’s resilience in navigating challenges.
This comprehensive examination not only unraveled the intricacies of the student’s
emotional landscape but also shed light on the effectiveness of regulatory and coping
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mechanisms employed in different contexts. Such insights contribute to a nuanced

understanding of emotional development and its dynamic interplay with situational factors in
the observed preschool setting.
According to Sigmund Freud, children at this age typically experience the “phallic
stage” as part of their psychosexual development. Thus, Freud’s theory also introduces the
concept of “fixations” in each stage, occurring when a child’s erogenous zone is not
adequately satisfied during their psychosexual stages.
In the observed behavior, the student engages in nail-biting, a behavior associated

with the oral fixation that occurs when the child’s oral needs are not adequately fulfilled
during the oral stage. This fixation reflects an attempt to address the unresolved conflicts or
unmet needs from an earlier stage of development. Freud’s theory provides a framework for
understanding how early experiences and challenges may manifest in behaviors during later
developmental stages, contributing to a more comprehensive understanding of psychological
and emotional development.
Emotional Development in Late Childhood
In the developmental phase of late childhood, emotional growth is marked by

substantial changes as children refine their capacity to comprehend and manage emotions,
displaying heightened emotional intelligence. This period witnesses an expansion in the
recognition and expression of a diverse array of feelings. The cultivation of empathy becomes
a focal point, fostering a deeper understanding of others’ emotions. The intricacies of
friendships take center stage, playing a pivotal role in emotional maturation. As cognitive
abilities advance, children gain better regulation over their emotions, improved stress coping
mechanisms, and enhanced navigation of social complexities. Late childhood lays the
groundwork for self-awareness and emotional resilience, constituting a critical period in
emotional development.
Throughout the observation period, the student exhibited a spectrum of emotions.

Demonstrations of joy were evident during puzzle activities, while moments of defeat
surfaced when the student experienced losses in games against female peers. Excitement
permeated the student’s expressions upon learning about upcoming activities. Fear and joy
intertwined when the student participated in games like passing the mystery box, with a
mixture of relief when responses were correct. The presentation of group activities induced a
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complex emotional response, including frustration due to spelling challenges, nervousness

during discussions, and subsequent joy in completing the task and eliciting laughter from
classmates.
Expressions of romance were subtly observed through exchanged looks and smiles
among classmates, suggesting an emerging interest in social dynamics. The student employed
diverse regulatory strategies, including breathing exercises, deep breaths, and tousling of hair.
These gestures served as mechanisms to manage overwhelming emotions and maintain a
conducive classroom environment.
Coping mechanisms were also identified, notably the act of rolling a paper bill in the
hands, employed in response to defeat in a group activity. It is also observed how the student
kept smiling even though it is not the true emotion that the student is feeling during their loss.
Hair-messing and chair-lifting, facilitated by the use of the foot, emerged as gestures during
stressful situations, indicating the student’s adaptive response to emotional challenges.
In alignment with Sigmund Freud’s psychoanalytic theory, the observed student

exhibits a defense mechanism identified as reaction formation. This mechanism is
characterized by the display of emotions contrary to the individual’s genuine feelings.
Despite experiencing defeat in the activity, the student outwardly expresses a smiling
demeanor, representing an emotional response that contrasts with their internal state.
Furthermore, referencing Module 2’s “Developmental Tasks,” the late childhood

phase is highlighted as a period when children attain heightened independence and the
consolidation of their personalities. The observed behavior of the student aligns with this
developmental task, showcasing an evolving capacity for coping with emotions. The student
utilizes coping mechanisms such as deep breathing and rolling paper bills, illustrating an
increasing ability to manage and navigate complex emotional experiences. This aligns with
the developmental milestones associated with late childhood, emphasizing the acquisition of
coping skills as a crucial component of psychological development.
In conclusion, the observed emotional development during late childhood reflects a

nuanced progression marked by heightened emotional intelligence, diverse emotional
expressions, and evolving coping mechanisms. The multifaceted nature of emotional growth
underscores the importance of this developmental phase in shaping a child’s emotional
resilience and self-awareness.
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Emotional Development in Adolescent
A steadily improving capacity to recognize, evaluate, and regulate emotions is

indicative of healthy emotional development. This is an organism process that is greatly
impacted by context and environment and is driven by changes in both the physique and
cognition. Adolescents have the chance to develop strengths, learn distinctive traits, and
acquire skills through the emotional development process, all leading to the best possible
health. Adolescents' ability to manage their emotions, be empathic, and be emotionally aware
is enhanced by physical changes, but emotional context has a big impact on development.
This implies that adolescent’s emotional development can be influenced by a wide range of
life circumstances. Identity development is a complex process that involves numerous
developmental goals, including self-sufficiency and competence. Adolescents may consider
their talents and definitions of success, as well as their relationships with family, peers, and
themselves. They may also question their principles and passions.
The observation into emotional development delved comprehensively into the facets
of emotion expression, regulation, and coping mechanisms exhibited by the observed student.
The researchers noticed that when the student is nervous his voice is getting louder indicating
that he is shouting the words he’s reporting. Moreover, when the student is with his circle of
friends he is expressing excitement and happiness while talking and interacting with them.
The student expressed frustration when he shared about his grade last year.
Observation revealed the observed student’s frequently grabbed or gripped his ID,
sometimes the table in front of him, while reporting and reciting. particularly when the
student is expressing his nervousness and frustration. The researchers noticed that the student
will play or engage in other activities when he tries to distract his attention. The student
talked about his grade from the previous year before going silent and fiddling with the
paintbrushes in front of him.
This behavior resembles one of Freud's defensive mechanisms, projection, in which
the drive or anxiety-inducing activity is transferred to another person. However, by engaging
in a diversionary activity, he is channeling his nervousness and frustration. The researchers
then discovered that when he doesn't grasp the words or terms, he frequently uses profanity.
Additionally, the volume of the student's voice is increasing, suggesting that he is shouting
the words.
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Furthermore, the student demonstrates a pursuit of independence and identity,

consistent with the developmental tasks outlined in Module 2. A notable observation reveals a
divergence between the student's actions and stereotypical gender norms. The student's
behavior leans towards femininity rather than adhering strictly to conventional masculine
attributes. Importantly, the student did not conceal or modify their authentic gender identity,
as evident from the initiation of the observation period. This nuanced exploration sheds light
on the intricate interplay between individual expressions of gender identity and societal
expectations. Additionally, when the researchers asked the students which pronoun they
preferred, the student they were observing responded, "he."
Moreover, according to Erik Erikson’s psychosocial theory, adolescents aged 12–18
navigate the “identity vs. role confusion” stage, marked by their capacity to identify their
identity. The observed behaviors of the adolescent student align with this developmental
stage. Demonstrating a sense of fidelity, the student showcases his identity through his
actions.
Social Development in Preschool
Social development in preschoolers is marked by the initiation of meaningful

interactions with peers and adults. Children begin to grasp fundamental social norms,
learning to share, cooperate, and communicate effectively. Peer relationships become more
prominent, contributing to the development of social skills. Preschoolers engage in various
group activities, fostering teamwork and socialization. These experiences lay the groundwork
for understanding societal expectations and forming relationships. Play serves as a key
medium for social development, allowing children to navigate social roles, negotiate
conflicts, and build connections. Preschoolers’ growing social awareness facilitates their
integration into broader social contexts.
The exploration of social development entailed a comprehensive analysis of student-

peer interactions, communication modalities, and relationship dynamics. Observations
unveiled the student’s commendable generosity, as evidenced by the selfless sharing of items
such as erasers, pencils, and food items. Engaging in playful activities with peers, including
participation in mini-wrestling, TikTok dance steps, nursery song dancing, playing “habulan,”
singing nursery songs, showcased the student’s social inclusiveness. Furthermore, the student
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actively contributed to the classroom environment by assisting in rearranging furniture,

particularly chairs.
Communication skills were prominently demonstrated, with the student consistently

greeting everyone with a warm smile and employing friendly hand gestures such as waving,
clapping, stomping his foot when the student feel irritated and amazed, high-fives, and
arching his eyebrows when the student is having hard time understanding a certain lesson .
The usage of polite language, exemplified by the respectful use of “po” and “opo,” further
underscored effective communication. The student also demonstrated storytelling skills by
recounting narratives about cartoons he had watched. Non-verbal cues were adeptly utilized
to convey messages, contributing to seamless interactions.
In terms of relationships, the student exhibited a high level of attentiveness to teacher

instructions. This was particularly evident when the student complied with directives to
maintain silence, showcasing a keen awareness of behavioral expectations and a willingness
to adhere to guidelines to avoid disciplinary consequences. Additionally, the researcher
observed that the student displayed an emerging sense of patience, waiting for his turn, and
demonstrated empathy towards others. These observations collectively present a
comprehensive snapshot of the student’s social development, highlighting positive
interpersonal skills and a proclivity for constructive engagement within the preschool
environment.
According to Erik Erikson’s psychosocial theory, children aged 3-6 navigate the
“initiative vs. guilt” stage, marked by their capacity to initiate activities and assert control
over the world through social interactions and games. The observed behaviors of the
preschool student align with this developmental stage. Demonstrating a sense of purpose, the
student proactively assists classmates in arranging chairs without waiting for instruction,
showcasing initiative.
Furthermore, Lawrence Kohlberg’s moral development theory, focusing on pre-

conventional levels before age 10, offers insights into the student’s moral reasoning. For
instance, the student is afraid to be listed on the board, which has a sad face illustration that
means noisy. The student became attentive to what the teacher was saying and the videos that
the teacher was playing, in which this behavior is under stage 1. The student is afraid of being
punished, which is why he is doing his best to be attentive in class.
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One more thing that the researchers has observed is when the student is letting the
seatmate borrow the eraser. Thus, when the student asks an answer to a question that the
student is having a hard time answering, the seatmate will let the student copy it. This
behavior is played in stage 2, individualism, and exchange.
Sigmund Freud’s personality theory is also discernible, with the student employing
moral principles in decision-making. When accidentally knocked on the head by classmates,
the student’s response is characterized by concern rather than anger. The ensuing apology and
mutual understanding exemplify the student’s awareness of appropriate responses, reflecting
Freud’s concept of superego.
In conclusion, the preschool student’s behaviors mirror key aspects of developmental

theories proposed by Erikson, Kohlberg, and Freud. The observed initiative, moral reasoning,
and interpersonal dynamics contribute to a holistic understanding of the student’s
psychosocial and moral development during this critical developmental period.
Social Development in Late Childhood
Interpersonal connections play a crucial role in almost every area of our lives.
The acquisition of abilities required to form positive and enduring social relationships starts
early and continues to change as a person matures. During childhood, a variety of skills are
developed, including trust, empathy for others, cooperation, and the ability to channel
emotions such as joy, anger, sadness, and frustration. The majority of late childhood children
spontaneously acquire the abilities needed for social interaction. In other words, they are
obtained by means of interactions that occur naturally in their surroundings, particularly at
home and in early learning environments. They absorb, pay attention, practice, and learn.
The exploration of social development entailed a comprehensive analysis of student-
peer interactions, communication modalities, and relationship dynamics. Observations
unveiled the students peer interaction, when the student is in class his activeness is noticeable
he always participating to class activities and he loves guiding his group while doing
activities, guiding them to arrange the pieces of male reproductive organ puzzle where they
should be and guide his co-reporter to present the activity about how to take care their own
reproductive organ by using some subject-related buzzwords and let his co-reporter elaborate
it. However, when the breaktime came the student is playing with his friends in their mini-
reading corner, and doing pillow fight with them.
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Communication skills were prominently demonstrated, including the usage of

polite language, exemplified by the respectful use of “po” and "opo" while reciting and
communicating with his teacher. While he is reporting, the student is always giving examples
and using hand gestures to indicate actions. He is also always making eye contact with the
teacher and his classmates. One time, while doing their puzzle activity, he suddenly shouted
when he saw that the other group was almost done with their puzzle. When the student is
sharing his ideas about the changes that are happening during puberty, he is using his hand to
point out the part of the body where the changes occur. The skillful use of non-verbal cues to
transmit messages added to the smooth interactions, which highlighted successful
communication even more.
In terms of relationships, the researchers noticed that the student and his groupmate
were always teaming whenever they had an activity, supporting each other until the end of
their activity. The researchers also observed that the student is having a conflict with his
crush; he is showing jealousy when his crush is talking to her seatmate. He immediately
resolved it with effective communication, and later on, he sat beside her crush.
According to Erik Erikson’s psychosocial theory, elementary school students aged 7–
12 navigate the “Industry vs. Inferiority” stage, marked by their capacity to solve problems
on their own. The principle behind industry is that by encouraging children to challenge
themselves, they learn that they can solve problems on their own. The observed behaviors of
the preschool student align with this developmental stage. Demonstrating a sense of
competence, the student immediately resolved his conflict with his crush through effective
communication, showcasing industry.
Sigmund Freud’s psychosexual stages of development are also assessed, including the
“latency stage,” aging 7–11 years old. Wherein the child has access to a broader circle of
peers. The child will feel more confident if they are able to make friends. If not, even as an
adult, the child can stay detached or avoid social situations, and the student achieves this
stage of development by interacting with his classmates.
Social Development in Adolescent
The process of adolescent development includes creating identities and new

relationships outside of the parental involvement unit. They can identify roles in the larger
community and maintain good connections by interacting with others outside of their
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immediate family. As they transition into new responsibilities, assistance is required.

Adolescents who participate in role-playing and practice techniques can improve their
teamwork, communication, problem-solving, and decision-making abilities. Social
development makes one more sensitive to the emotions of others and understanding of their
distinctive differences, which fosters the development of a diverse social network. Teenagers
gain empathy, active listening skills, consideration for the feelings of others, and the ability to
interpret nonverbal indications. Adolescents’ ability to think abstractly and develop their
prefrontal brain allow them to empathize with people on a more fundamental level.
Subsequently, the researchers examined the students' social skills, encompassing
relationships, communication, and peer interaction. In the classroom, the students loved
connecting with their friends. The student used both verbal and nonverbal clues to help its
classmates understand the quiz when they were having trouble understanding it. As soon as
break time arrived, the student headed straight to a friend's table, and they began discussing
their upcoming debate. The student unintentionally uttered personal words to the opposing
side during the debate, but they managed to work things out through good communication
and continued to have good relationships with other students. The student seemed to be trying
to form strong relationships with classmates.
During the second week of the researchers' observation, the students are creating
artwork for their event, which centers around the book character. The student is letting his
classmate borrow his paintbrush. While communicating, the student is using motions and
actions to share his observations about the problems he has seen in their school while he
paints. They also hold a brief discussion to discuss their ideas, the layout of their event, and
their costumes before leaving for home. The student will offer fresh suggestions for the
designs, and the researchers observed that the student disagrees with some of the plans of its
colleagues. It worked well, as indicated by the student companions, and he kept up his
positive ties with his peers.
The student was reporting in their classroom with his co-reporters as the researcher's
visit was coming to an end. The researchers found that during the reporting process, the
student helps its co-reporter by providing some keywords that are pertinent, and then the
student lets its co-reporter elaborate on those keywords. As the student reports, it will provide
examples related to the subject matter and make certain motions to help fellow students fully
comprehend the information being presented. Their group works well together since they
help one another both during and after the report is completed. It was evident to the
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researchers that the student was showcasing his ability. The adolescent showed excellent
leadership qualities by being able to guide a group of people.
Furthermore, the student demonstrates a pursuit of independence and identity,
consistent with the developmental tasks outlined in Module 2. A notable observation reveals a
divergence between the student's actions and stereotypical gender norms. The student's
behavior leans towards femininity rather than adhering strictly to conventional masculine
attributes. Importantly, the student did not conceal or modify their authentic gender identity,
as evident from the initiation of the observation period. This nuanced exploration sheds light
on the intricate interplay between individual expressions of gender identity and societal
expectations. Additionally, when the researchers asked the students which pronoun they
preferred, the student they were observing responded, "he."
According to Erik Erikson’s psychosocial theory, adolescents aged 12–18 navigate the
“identity vs. role confusion” stage, marked by their capacity to identify their identity. The
observed behaviors of the adolescent student align with this developmental stage.
Demonstrating a sense of fidelity, the student showcases his identity through his actions.
In addition, according to Lev Vygotsky’s socio-cultural theory, “Scaffold and Fade-
away Technique," Guidance can be withheld from students as they improve and can perform
things that they were unable to perform without help at first. In the three weeks of
observation, the researchers observed that the teachers let their students explain or discuss the
lesson by giving them reports.
Sigmund Freud’s personality theory is also discernible, with the student employing
moral principles in decision-making. The student unintentionally uttered personal words to
the opposing side during the debate, but they managed to work things out through good
communication and continued to have good relationships with other students. The ensuing
apology and mutual understanding exemplify the student’s awareness of appropriate
responses, reflecting Freud’s concept of superego.
This is also aligned with Urie Bronfenbrenner’s bio-ecological theory, “The

Bioecological Model Structure of Environment.” The third level, which is the exosystem,
contains elements of the microsystem that do not affect the individual directly but may do so
indirectly. For instance, when the student shared his observations about the issues that were
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happening in their school, the student was not involved in the issue, but because of his
observation, he was indirectly affected since it was the school he was attending.
Cognitive Development in Preschool
Cognitive development in preschoolers encompasses the emergence of fundamental

mental processes. This stage is marked by heightened curiosity, expanding memory
capabilities, and basic problem-solving skills. Children exhibit a growing understanding of
numbers, letters, and concepts. Language acquisition progresses, enabling clearer expression
and comprehension. Cognitive tasks, such as puzzles and categorization activities, contribute
to intellectual growth. Preschoolers’ cognitive development is further stimulated through
engaging activities that encourage exploration and creativity. Early exposure to these
cognitive stimuli fosters a solid foundation for more advanced cognitive abilities as children
progress through their educational journey.
In the domain of cognitive development, encompassing facets such as problem-

solving, critical thinking, and academic progress, the researcher meticulously scrutinized the
cognitive abilities of the preschool student. Notably, problem-solving skills were palpable as
the student adeptly reconfigured a puzzle mat to its original state. Additionally, the student
demonstrated problem-solving prowess by independently tying his shoelaces and successfully
matching items to their designated categories.
Critical thinking abilities were underscored by the student’s proficiency in

recognizing numbers and letters. The student exhibited knowledge of numbers ranging from
1 to 20 and displayed familiarity with the alphabet, indicative of a foundational understanding
of numerical and linguistic concepts. Moreover, the student showcased critical thinking by
identifying the national flower, leaves, trees of the Philippines, imitating observed behaviors,
and categorizing items based on their distinguishing characteristics.
Academic progress was discerned through the student’s persistent completion of

assigned worksheets. Despite encountering the same task for the second time, the student
exhibited resilience by submitting the completed worksheet to the teacher, signaling a
commitment to academic engagement and advancement. The researcher also observed active
class participation, including the student’s adept knowledge of food classifications, letters,
colors, shapes, numbers, and other educational categories. These observations collectively
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provide a comprehensive perspective on the student’s cognitive development, highlighting

notable achievements in problem-solving, critical thinking, and academic proficiency within
the preschool setting.
According to Jean Piaget’s theory of cognitive development, preschoolers, typically

around the age of 5, enter the pre-operational stage, marked by a significant leap in cognitive
abilities. During this stage, children transition from relying solely on sensory information and
actions to representing the world through words and images, showcasing the emergence of
symbolic thinking. The researcher observed instances reflective of Piaget’s theoretical
framework in the preschool student. Notably, the student exhibited conservation
understanding, recognizing that the arrangement of puzzle pieces, while altered, still
constituted a complete puzzle mat. Additionally, the student displayed centration, focusing on
specific characteristics while excluding others, as demonstrated when identifying familiar
foods in a picture. Symbolic representation was evident as the student associated symbols
with corresponding meanings, attributing nutritional value to items like eggs and milk. These
observations align with Piaget’s pre-operational stage characteristics, highlighting the
student’s evolving cognitive capabilities in symbolic thought and representation.
Cognitive Development in Late Childhood
In middle and late childhood, cognitive skills continue to grow as mental

processes become more structured and rational while processing concrete information. At this
age, children may plan ahead and work toward objectives because they comprehend ideas
like the past, present, and future. They are also capable of processing intricate concepts like
addition and subtraction as well as relationships between cause and effect.
In the domain of cognitive development, encompassing facets such as problem-
solving, critical thinking, and academic progress, the researcher meticulously scrutinized the
cognitive abilities of the elementary student. Researchers noticed that the student approaches
problem solving by being collaborative by doing class activities such as giving instructions to
his groupmates while doing puzzle activities. He is also helping to paste the tape to make the
puzzle complete. Another is the student being collaborative by giving examples and ideas to
his groupmates about the topic, and he also lets his groupmates write their ideas after he gives
his answer about the topic on what the purpose of the picture that is attached to the manila
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paper is. The researchers also observed that the students analyzed the words first, such as by
reading them and staring at them.
The student demonstrated critical thinking skills by being good at observing; for
instance, the student first observes the pieces of puzzles before connecting them to each other.
Another is when the student analyzes and observes the others answers before answering.
Moreover, the student demonstrated critical thinking skills by making decisions such as
deciding which category the sentence belongs in, and he first analyzed the suggestions of his
groupmates before deciding what to write on the manila paper.
Academic progress was discerned through the student’s attentiveness and activeness
in class participation. In the two weeks of observation, the researchers noticed that the student
were more active in class participation than doing reports on their activities. However, over
the past few weeks, the student’s activeness in reporting has noticeably improved, as
indicated by volunteering. When taken as a whole, these observations offer a thorough
understanding of the student's cognitive development and demonstrate substantial
developments in academic competency, critical thinking, and problem-solving skills in an
elementary school environment.
According to Jean Piaget’s theory of cognitive development, the concrete operational

stage of cognitive development between the children ages of 7 and 11. This entails becoming
proficient in practical applications of reasoning. Any tangible object that can be directly seen,
believed, or experienced is referred to as concrete. A child who is concretely operational can
solve difficulties affecting the physical world by applying logical ideas. For instance, the
student first observes the pieces of puzzles before connecting them to each other. The late
childhood struggles to address hypothetical difficulties or take into consideration more
abstract concerns, yet they can apply logic to solve problems related to their own firsthand
experience.
Cognitive Development in Adolescent
Changes in the brain that help individuals think and learn are referred to as cognitive
development. Similar to early childhood, adolescent brains experience significant growth and
development. These Changes will strengthen adolescents' capacity to decide and act in
manners that will support their well-being both now and in the future. Adolescents' rates of
cognitive development vary, just like their rates of physical development. Teenagers of the
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same age may therefore differ in their capacities for reasoning and thinking. Additionally, an
adolescent's thinking could not match their exterior characteristics because cognitive
development happens at a different rate than physical development.
The cognitive growth of the student—which includes problem-solving, critical
thinking, and academic advancement—was then observed by the researchers. Researchers
noticed that the student approaches problem solving by first writing down questions,
arguments, and difficulties in his notebooks, which he can then read aloud while focusing on
them for some time and doing an analysis on them first. Creating connections between two
things and determining cause-and-effect relationships are two tasks that benefit from
analytical thinking. and the student shows it by providing examples that are pertinent to the
subject, or by providing examples and then explaining how they connect to the subject.
Researchers have also found that the students are sufficiently imaginative in the arts to
experiment with new designs that work with the topic. Using paint to create new images and
exploring color.
The researchers observed students for three weeks, during which time they observed
the students' academic development. They were debating when the researchers noticed him
for the first time. Throughout the debate, it was evident that the student fully comprehended
the arguments made by the opposing party as time went on and was able to respond to them
with poise and confidence. In the second observation, the students were having a meeting for
their impending event, and fortunately, the researchers were able to observe the observed
student and how he offered suggestions and thoughts regarding the layout of their event. Over
the past few weeks, it has been noticeable that the students have paid more attention to class
participation than to reporting, as the researchers observed in their most recent observation.
According to Jean Piaget’s “Basic Cognitive Concepts," learning proceeded through
the interplay of assimilation (fitting new experiences into preexisting ideas) and
accommodation (adapting ideas to make provision for new information). And the researchers
have found that the student are sufficiently imaginative in the arts to experiment with new
designs that work with the topic. Using paint to create new images and exploring color. This
behavior shows that the student used this interplay of two cognitive concepts.
Furthermore, Jean Piaget’s one of the four stages of cognitive development, which is
the formal operational stage of aging from 11 years old to adulthood, says that adolescents’
reasoning is more deductive, abstract, idealistic, and logical. The researchers observed the
student's logical thinking when he established connections between objects and figured out
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cause-and-effect relationships. by giving examples that are relevant to the topic or by giving
examples and then elaborating on how they relate to the topic. Researchers have also
discovered that the student's abstract thinking improved when he created innovative ideas
related to the subject matter by experimenting with color and making new images with paint.
Chapter III
Conclusion
The culmination of the observation period underscores the inherent variability in the
developmental trajectories of children across diverse life stages. The researcher discerned
distinct patterns in the physical, emotional, social, and cognitive development of students,
unveiling the unique coping mechanisms employed in response to stressors and the individual
nuances in intellectual capabilities.
The synthesis of these observations reveals a cohesive connection with the theoretical
frameworks elucidated in the subject Prof Ed 1: The Child and Adolescent Learner and
Learning Principles. The researchers noted that the literature's theoretical underpinnings
provided valuable insights into comprehending and analyzing the observed behaviors of
students in preschool, late childhood, and adolescence. The theories served as lenses through
which to interpret and understand the intricacies of developmental dynamics.
Individual milestones in physical, emotional, social, and cognitive development are

experienced by all preschoolers, late childhoods, and adolescents. The timing of these
milestones varies significantly between the sexes. While a number of children begin to
exhibit changes in behavior before their peers do, others do so later. It's important to keep in
mind that, despite changes in the physical, emotional, social, and cognitive domains, each
person experiences these changes uniquely, and the pace and sequence of these changes vary.
In essence, this synthesis reinforces the practical applicability of pedagogical theories

in real-world scenarios, offering educators and researchers a robust foundation for
understanding the complex nature of student development. The convergence of empirical
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observations with established theories enriches our comprehension of the diverse pathways
through which children navigate their developmental journey.
APPENDIX A
Consent Letters to the Principals
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Appendix B
Picture of Documentations
Figure 1: Discussing Figure 2: Breaktime
Figure 3: Doing activity Figure 4: Tracing the letters

Figure 5: Discussing Figure 6: Class participation
Figure 7: Tracing the letters Figure 8: Talking to the observers
Figure 9: Doing activity
Figure 10: Listening to the teacher

Figure 11: Identifying the pictures Figure 12: Matching the animals
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Figure 13: Discussing Figure 14: Walking around Figure 15: Playing with
classmates
Figure 16: Checking his Figure 17: Talking to the Figure 18: Waiting for his turn
worksheet observers
Figure 19: Discussing Figure 20: Class participation
Figure 22: Girl’s puzzle21: Boy’s puzzle

Figure
Figure 23: Grouping them Figure 24: Completing puzzle

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Figure 25: Discussing Figure 26: Praying
Figure 27: Class participation Figure 28: Discussing Reproductive System
Figure 29: Changes that happened during Figure 30: Discussion

puberty
Doing their activity about how to take care reproductive system
Figure 31: Group 1 Figure 32: Group 2

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Figure 37: Start of debate Figure 38: Giving the rules of the debate
Figure 39: Other party’s turn Figure 40: Giving their arguments
Figure 42; Interacting with his

Figure 41: Listening to the other
friends
party’s argument
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Figure 43: Painting Figure 44: Finishing the

painting
Figure 45: Mixing color paints Figure 46: Talking to his seatmate
Figure 47: Drawing the design Figure 48: Staring the color paints
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Figure 49: Reporting Figure 50: Gripping his id
Figure 51: Answering their quiz Figure 52: Paticipation
Figure 53: Reporting with his co- Figure 54: Discussion

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Republic of the Philippines

Laguna State Polytechnic University

In Partial Fulfillment in the Subject

December 12, 2023

Observable Behaviors Behaviors Description of Behavior

The student imitates the

Fine Motor Skills Writing The student can trace letters

Physical Changes Changes in posture The student always

Observable Behaviors Behaviors Description of Behavior

Emotion Regulation Covering his mouth When the student couldn’t

make a loud noise.

Observable Behaviors Behaviors Description of Behavior

After their activities, the

The student also helped his

Relationships Attentive When the teacher started to

Observable Behaviors Behaviors Description of Behavior

Academic Progress Persistence/ resilient The student is persistent to

Observable Behaviors Behaviors Description of Behavior

The student actively

As the class begins, the

Physical Changes Hair growth The student hair is already

Observable Behaviors Behaviors Description of Behavior

When the student talked

The student also keeps the

Coping Mechanism Biting his nails When the student is in a

Observable Behaviors Behaviors Description of Behavior

When the nursery song

When one of the student

When the student was done

The student arche his

Observable Behaviors Behaviors Description of Behavior

tied it without asking for the

The student imitates the

Observable Behaviors Behaviors Description of Behavior

The student made a

As the teacher asked

Fine Motor Skills Writing The student can write his

The student also manages

be observed. How the

Observable Behaviors Behaviors Description of Behavior

Emotion Regulation Covering his mouth The student covers his

Observable Behaviors Behaviors Description of Behavior

When a nursery song was

The student also

The student didn’t forget to

When the student feels

Relationship Showing empathy When the student was

Observable Behaviors Behaviors Description of Behavior

Critical Thinking Classification The student can classify the

difference between the

The student can also tell

The student also knows how

The student also actively

The student also raised his

When the student is picked

The student also engaged

The student answered the

When the student stands and

When the group of the

Rolling paper bills As the student went back to

The student suddenly shouts

and “opo” while

The student and his group