PART ONE: CONTENT UPDATE

I. HISTORICAL FOUNDATIONS
A. EARLY CONCEPTIONS OF EDUCATION
1. Education for Conformity [PRIMITIVE EDUCATION]
 Aim: To survive and to conform to the tribe to which they belong
 Contents: Practical and Theoretical Education
 Methods: Tell me and show me, trial and error, enculturation, indoctrination
 Proponents: Primitives
2. Education for the Preservation of Social Stability [ORIENTAL EDUCATION]
 Aim: To impress traditional ideas and customs in order to maintain and perpetuate the
longestablished social order
 Contents: Moral and Theoretical Training
 Methods: Imitation, Memorization
 Proponents: Orientals (Chinese, Indians, Egyptians)
3. Education for the Development of Individuality [GREEK EDUCATION]
 Aim: To promote individual success and welfare through the harmonious development of the
various aspects of human personality
SPARTAN: To develop a good soldier in each citizen
ATHENIAN: To perfect man (body and mind) for individual excellence needed for public usefulness
 Contents
SPARTAN: Military and physical training
ATHENIAN: Liberal education
 Methods
SPARTAN: Competition and rivalry
ATHENIAN: Principle of individuality
 Proponents: Greeks
4. Education for Utilitarianism [ROMAN EDUCATION]
 Aim: To educate the Roman youth for realizing national ideals
 Contents: Physical training (martial arts, use of war weapons)
 Methods
ELEMENTARY: memorization, imitation
SECONDARY: literary exercises, intensive drill on speech, grammar
 Proponents: Romans
B. MODERN CONCEPTIONS OF EDUCATION
1. Education for Rich, Full Life / Italian or Individualistic Humanism
 Aim: To secure rich and full life for each individual through contacts with the ancient
 Contents: Grammar, Literature and Mathematics
 Methods: Test study, written themes, self-activity and self-expression
 Proponent: Vittorino da Feltre
2. Northern or Social Humanism
 Aim: For social reform
 Contents: Classical and biblical literature (Religioius)
 Methods: Individualized instruction, repetition, mastery, motivation, se of praise and rewards
 Proponent: Desiderius Erasmus
3. Reformation
 Aim: Religious moralism
 Contents: Physical education, Character education, Math, History, Science
 Methods: Memorization, religious indoctrination
 Proponent: Martin Luther
4. Counter-Reformation
 Aim: To develop an unquestioning obedience to the church
 Contents: 4R’s – reading, writing, arithmetic, religion / right conduct
 Methods:
- Adapting the lesson to the abilities, needs, and interests of children
- Reviewing previous lessons
- Repetition for mastery
- Memorization with understanding
- Use of textbooks
 Proponents: Christian brothers, Jansenists, Jesuits
5. Education as a Training of the Mind / Formal Discipline
 Aim: To train the mind through rigorous exercises in order to develop intellectual capacities
 Contents: Classical languages and Math; Physical (vigor of the body), mental (mental power), and
moral (good conduct)
 Methods: Formal – sensation, memory and reasoning, Drill method
 Proponent: John Locke
6. Rationalism
 Aim: To enable man to think for themselves
 Contents: Philosophical / scientific knowledge, ethics and morality
 Methods: critical analysis, application of reason
7. Education in Harmony with Nature / Nationalistic Conception of Education
 Aim: To develop the individual in accordance with the laws of human development and to preserve
the natural goodness of man
 Contents: Holistic education (physical, moral, intellectual)
 Proponent: Jean Jacques Rousseau
8. Education for Patriotic Citizenship / Nationalistic Conception
 Aim: To develop military preparedness and aggressiveness for the preservation and glorification of
the State
 Content: Social Studies
 Methods: Practical
9. Education as Psychological Development
 Aim: To direct and control growth and development through appropriate educational procedures
JOHANN HEINRICH PESTALOZZI: Social regeneration of humanity
FRIEDRICH FROEBEL: Development of the child
JONATHAN HERBART: Moral development
EDWARD LEE THORNDIKE: realize the fullest satisfaction of human wants
 Contents: Math, science, language, arts, history, literature
 Methods: Principles and Laws of Learning
10. Education as Scientifically Determined Process
 Aim: To make education a science
 Contents: Science
 Methods: Experimental, problem-solving, scientific method and research
11. Education as Social Reconstruction / Social Experimentalism
 Aim: Prepare for a progressive rebuilding of the social order
 Contents: Social studies
INTELLECTUAL: critical examination of the social conditions and social problems
CIVIC: intelligent participation and cooperation in civic affairs
VOCATIONAL: social relationships of one’s job
 Methods: Guidance (including social guidance), intelligent and cooperative participation; Field Trips,
Directed Classroom Study (community life)
II. PHILOSOPHICAL FOUNDATIONS
A. MAJOR PHILOSOPHICAL THOUGHTS
1. Idealism
2. Realism
3. Pragmatism / Experimentalism
B. MODERN PHILOSOPHICAL THOUGHTS
4. Perennialism
5. Essentialism
6. Progressivism
7. Existentialism

PART ONE: CONTENT UPDATE

A. BASIC CONCEPTS
 Growth
- Pertains to the physical change and increase in size; can be measured quantitatively
- Indicators of growth are height weight, bone size and dentition
- The growth rate is rapid during the:
i. Prenatal
ii. Neonatal

i
i
i Infancy
.

i
v Adolesc
. ence

- Slows during childhood; minimal during adulthood

 Development
- involves Increase In the complexity of function and skill progression
- the capacity and skill of a person to adapt to the environment
- pertains to the behavioral aspect of growth
 Maturation
- consists of changes that occur relatively independent of the environment
- usually considered to be genetically programmed-the result of heredity
 ZPD
- Zone of proximal development wherein the child acquires new skills and information with the
help or assistance of an adult or an adult peer
 Heredity
- The process of transmitting biological traits from parents to offspring through genes, the
basic units of heredity
 Environment
- refers to the surrounding condition that influences growth and development
 Theory
- ideas based on observations and other Kinds of evidences which are organized in a
systematic manner
- used to explain and predict the behaviors and development of children and adults
 Ethological Theory
- views development in terms of evolutionary concepts
 Attachment
- refers to the emotional bond to another person
- lasting psychological connectedness between human beings
- an innate human survival mechanism
- a control system that achieves these specific goals:
i. helps the infant maintain proximity (closeness to the caretaker)
ii. provides the young child with security as base from which to explore the world
iii. helps the child regulate his/her emotions
- JOHN BOWLY focused on how attachment difficulties were transmitted from one generation to
the next
 Psychosexual Theory
- SIGMUND FREUD’s theory of personality development that focuses on the changing seat of
sensual pleasure of the individual
 Psychosocial Theory
- ERIK ERLKSON's theory of personality which focuses on the individual's interactions with the
society.
 Ecological Theory
- ERIC BROFENBRENNER's theory of development in which the process is a joint function of the
person and all levels of the environment
 Sociohistoric-Cognitive / Linguistic Theory
- LEV SEMANOVICH VYGOTSKY's belief that the child is socially dependent at the beginning of his
cognitive life
- Development is concerned as dependent on social interaction
B. ENVIRONMENT SYSTEM
 MICROSYSTEM- the setting in which the individual lives
 MESOSYSTEM- relations between the microsystems or connections between contexts
 EXOSYSTEM – when experiences in another social setting in which the individual does not have an
active role influences what s/he experiences in an immediate context
 The MACROSYSTEM – involves the culture in which individuals live
- CULTURE refers to the behavior patterns, beliefs and all other products of a group of people that are
passed on from generation to generation.
 CHRONOSYSTEM – the patterning of environmental events and transitions over one's
C. THEORIES
1. Freud’s Psychosexual Development Theory
2. Erikson’s Psychosocial Development Theory
3. Havighurst’s Developmental Stages and Tasks
4. Sullivan’s Interpersonal Model of Personality Development
5. Piaget’s Phases of Cognitive Development
6. Kohlberg’s Stages of Moral Development
7. Gilligan’s Theory of Moral Development
8. Fowler’s Stages of Faith
D. PRINCIPLES OF GROWTH AND DEVELOPMENT
1. Nature and Nurture
- Development is influenced by both HEREDITY (nature) and ENVIRONMENT (nurture).
- The nature (heredity) is responsible for many of our physical characteristics such as hair, and eye color,
facial features and to some extent the height and weight.
- Many of our characteristics can be influenced by environment (nurture).
2. Growth and development is a continuous process
- As a child develops, he or she adds to the skill already acquired and the new skills become the basis for
further achievement and mastery of skills.
- Most children follow a similar pattern.
- Also, one stage of development lays the foundation for the next stage of development.
3. Development proceeds from the head downward
- This is called the CEPHALOCAUDAL PRINCIPLE.
- This principle describes the directions of growth and development.
- According to this principle, the child gains control of the head first, then the arms and then the legs.
4. Development proceeds from the center of the body outward
- This is the PRINCIPLE OF PROXIMODISTAL DEVELOPMENT that also describes direction of development.
- This means that the spinal cord develops before outer parts of the body. The child's arms develop
before’
the hands and the hands and feet develop before the fingers and toes.
5. Development depends on maturation and learning
- MATURATION refers to the sequential characteristics of biological growth and development.
- The biological changes occur in sequential order and give children new abilities. Changes in the brain
and
nervous system account largely for maturation.
6. Development proceeds from the simple (concrete) to the more complex.
- Children use their cognitive and language skills to reason and solve problems.
- For example, learning relationships between things (how things are similar) or classification, is an
important ability in cognitive development.
7. Growth and development proceed from general to specific.
- In motor development, the infant will be able to grasp an object with whole hand before using
only the thumb and forefinger.
- The infant's first motor movements are very generalized, undirected and reflexive, waving
arms or kicking before being able to reach or creep toward an object
- Growth occurs from large muscle movements to more refined movements to more refined
(smaller) muscle movements.
8. There are individual rates of growth and development
- Each child is different and the rates at which individual children grow Is different. Although the
patterns and sequences for growth and development are usually the same for an children, the
rate at which Individual children reach developmental stages will be different.
E. STAGES OF HUMAN DEVELOPMENT
These pertain to the number of period in a man's life cycle. Although the focus of discussion is on
individuals of school age, a brief description of those in other stages of development is also given.

1 Prenatal Stage (conception – birth)

. The prenatal period in many aspects is considered as one of the
most- if not the most important

period of all in the life span of a person. This person begins at conception and ends at birth and
approximately 270 to 280 days in length or nine calendar months.
Prenatal period is divided into three major phases:
a. Germinal Stage (fertilization to 2 weeks)
- This is also known as the period of the zygote.
- Zygote refers to the newly formed cell after the union of the egg ceil and the sperm cell, a process
which is also known as fertilization.
- Cell division begins in a time no longer than 36 hours after fertilization.
- Subsequently, for 3 to 4 days the zygote from the oviduct travels down to the fallopian tube and
then to the uterus where the implantation begins.
b. Embryonic Period (2 weeks to 2 months or 8 weeks)
- Also known as the period of the embryo
- The cell known as zygote before is now known as embryo.
- By the 14th day after fertilization, the blastocyst is already implanted in the uterus.
- The umbilical cord attaches the placenta functionally to the mother
- The foundations for the eyes, ears, nose, mouth extremities (upper and lower) and the digestive
system have been laid on the 8th week
- The 1 ½ inches long embryo, weighing one-tenth to one-fifteenth of an ounce, develops at the end
of the first month
- This period is considered as the most critical period for the reason that the embryo is most
vulnerable to damage and defect
- During the first trimester (3 months of pregnancy) almost ail birth defects occur and chances are,
the defects will be permanent
c. Fetal Period (8 weeks to birth)
- Also called as the period of the fetus
- The embryo before is now known as fetus in this stage
- The fetal stage begins with the formation of the first bone cells.
- Various organs grow functionally and take the appearance of the human body.
- The fetus can now kick and can manipulate its extremities (upper and tower) and can open Its
mouth, frown, and turn its head, as well as take a few 'breaths' by the end of the third month.
- By the end of the fifth month, the fetus is one foot long and weighs a pound.
- At the end of the sixth month, the fetus' eyelids can be opened; it develops grasps and more than
enough taste buds.
- The fetus weighs two pounds and all its organ systems have become functional at the end of the
seventh month.
- During the eighth and ninth month, the fetus becomes round and heavy and is able to lift its head.
2. Infancy Stage (birth – two weeks of life)
Infancy is the transition period intervening between birth and two weeks of life and identified as the
shortest of all developmental period.
- The word "infant" suggests extreme helplessness.
- Subdivisions of Infancy include the
a) period of the partunate or from the time the fetal body has emerged from the mother's body
and lasts until the umbilical cord has been cut and tied; and the
b) period of the neonate or from the cutting and tying of the umbilical cord to the end of the
second week of the postnatal life
- Newborns up to two days are typically unattractive and are extremely feeble due to regular muscular
restraints.
- Most often, he is asleep, drowsy, cries, and gets excited easily.
- The neonate is sensitive to brightness as indicated by his papillary response to change in illumination,
his visual images are likely to be blurred because of failure of the lens to focus on the object.
- The roots of language are crying, cooing and babbling.
3. Babyhood Stage (2nd week to second year of life)
Compared to infancy, babyhood stage is characterized by decreasing dependency for the reason
that this is the time when babies achieve enough body control to become independent.
- Developmental tasks Include: learning to walk, learning to take solid foods, having organs of
elimination
under partial control, achieving reasonable psychological stability especially in hunger rhythm and sleep,
relating emotionally to parents and siblings, and learning the foundations of speech
- Babyhood skills fall under two categories: (i) hand skills and (ii) leg skills.
- Crying, cooing, babbling, gesturing and emotional expressions are examples of pre-speech forms of
communication.
- Common emotional patterns involve anger, fear, curiosity, joy and affection.
- Babies are also capable of establishing or forming friendships.
- Considered non-moral due to their lack of a scale of values and conscience and they demonstrate
obedience to rules without question
4. Early Childhood Stage (two to six years of life)
Names given to describe the stage are: problem or troublesome age, toy age, preschool age,
pre-gang age, exploratory and the questioning age
- Developmental tasks include: control of elimination, self-feeding, self-dressing and doing some things
without much help, development of motor skills that allow him to explore and do things to satisfy his
curiosity and acquisition of adequate vocabulary to communicate his thoughts and feelings with those
around him
- Intellectual development as described by Piaget encompass the two sub-periods:
(a) the preconceptual period (2-4 years) and includes egocentrism, animism and transductive
reasoning; and
(b) intuitive period (4-6 years) and includes inattention to transformations, centratlon and irreversibility.
- Early childhood is also characterized by heightened emotionality.
- The presence of the significant others or the primary group is also given importance because they
serve
as models for the child who usually identifies with them and patterns his behaviour after them.
- The preschool child should be given as much as physical experience as possible and play activities to
learn by doing and to develop his intellectual capacity.
- This stage is also regarded as the teachable moment for acquiring skills because children enjoy the
repetition essential to learning skills; they are adventuresome and like to try new things and have
already learned skills to interfere with the acquisition of the new ones.
- Because speech development advances rapidly this time, as seen in the improvement in
comprehension
as well as in the different speech skills, talking to young children will leave a strong impact.
- The concept of morality emerge as a result of interactions with adults and peers.
- Other common interests include interest in religion, in the human body, in self, in sex and in clothes.
5. Late Childhood Stage (six to ten or twelve years of life)
Late childhood is the period for learning the basic skills in life.
- It coincides with the child's elementary school years, entering Grade 1 at six years and graduating at
age 12.
- Names used to describe the stage are: troublesome age, sloppy age, quarrelsome age, elementary
school age, critical period in the achievement drive, gang age and age of conformity.
- Physical growth is at slow and relatively even rate because of the influence of health, nutrition,
immunization, sex and intelligence.
- Children in this stage win recognition by being able to do things.
- Developmental tasks include: learning physical skills necessary for group and organized games;
teaming to get along with age-mates and members of his family and community; learning fundamental
skills in reading, writing and numeracy; develop appropriate masculine or feminine social roles; develop
healthy self-concept and conscience; achieve personal independence by being able to perform life skills;
learn to perform the different roles expected of him and think rationally to adjust to situations; make
decisions and solve problems.
- There is a rapid increase in understanding and in the’ accuracy of concepts during this stage as a result
of increased intelligence and partly as a result of increased teaming opportunities
- The child’s social development is enhanced by his interaction with his peers in work or in play.
- In resolving moral conflicts, it is necessary for the significant others to teach the child the values of
respect for others and set themselves as examples or models.
- Most children develop moral codes influenced by moral standards of the groups with which they are
identified, and a conscience which guides their behavior in a place of the external controls needed when
they were younger.
- It is also necessary for parents and teachers to understand the child's thinking and to facilitate his
intellectual growth and development
- Healthy relationships with himself and others could be brought about by the child's understanding of
his
emotions and his ability to express his emotions, as well.
6. Preadolescence or puberty Stage (ten or twelve or thirteen or fourteen years of life)
Derived from the Latin word pubertas which means “age of manhood”
- The word growth spurt refers to the rapid acceleration in height and weight that marks the beginning
of
adolescence.
- Considered as unique and distinctive period and characterized by certain developmental changes that
occur at no other time in the life span
- An overlapping period because it encompasses the closing years of childhood and the beginning years
of adolescence
- A relatively short period, lasting from two to four years or less
- Manifested in both internal and external changes in the body with both the primary and secondary sex
characteristics
 Primary sex characteristics include the menarche for the girls or the first menstrual flow and the
nocturnal emissions for the boys.
 Secondary sex characteristics on the other hand include the physical features which distinguish
males from females and may be the source of appeal among the members of the opposite sex.
- Puberty is the divided into three stages:
a. PREPUBESCENT - secondary sex characteristics begin their development but their reproductive
organs are not yet fully developed,
b. PUBESCENT - characterized by menarche for girls and nocturnal emissions in boys,
c. POST PUBESCENT - secondary sex characteristics become well developed and the sex organs
begin to function in a mature manner.
- The onset of puberty has an important implication in the personality development of the Individual.
- A critical period for the development of positive attitudes towards one's body and oneself in general
7. Adolescence Stage (thirteen or fourteen to eighteen years of life)
Adolescence is the age when the Individual becomes integrated into society of adults; the age
when the child no longer feels that he is below the level of his elders but equal, at least in rights.
- Came from the Latin word adolescere meaning “to grow” or “to grow to maturity”
- Early adolescence extends roughly from thirteen to sixteen or seventeen years, and late adolescence
covers the period then u n i eighteen, the age of legal maturity.
- The developmental tasks of adolescence are focused on the developing independence in preparation
for
adulthood and in establishing a sense of identity.
- Adolescence is a period of heightened emotionality, a time of "storm and stress”.
- The important social changes in adolescence include increased peer-group influence, more mature
patterns of social behavior, new social groupings and new values in the selection of friends and leaders
and social acceptance.
- Relationships between adolescents and members of their families tend to deteriorate in early
adolescence though these relationships often improve as adolescence grows to close, especially among
adolescent girls and their family members
- Peer groups becomes the general source of behavior; desire for greater independence shown great
concern about what others think of them
- Have increased ability to engage in mental manipulations and test hypotheses; thinking becomes more
abstract, liberal and knowledge
8. Adulthood Stage (twenty to sixty-five years of life)
- The need for love and intimacy are met in adult life, becomes more fulfilling in marriage, with the
involvement of commitment
- The need for generativity through achievement
- Bum out and alienation become a problem with work.
- Moral development possesses responsibility for the welfare of others.
- Changes In the primary senses and the organ reserve decline upon growing older.
- Menopause for women and climacteric for men signify the decline of sex and reproduction.
9. Old Age (sixty-five years of life)
- Composed of individuals at and over the age of 65, most of whom have retired from work
- Most individuals in this late years begin to show slow, physical, intellectual and social activities.
- While there is a gradual decline of cognition in older life, older people see art and nature in a deeper,
more appreciative way.
- Symptoms of senility which Include severe memory loss, rambling conversation, disorientation, and
personality change occurs because of dementia, a pathological loss of intellectual functioning.
- In late adulthood, affiliation needs are more important than achievement needs.