COURSE SYLLABUS

1. COURSE SPECIFICATIONS
Course Title Child and Adolescent Learners & Learning Course Code: Prof. Ed. 1
Principles
Course This course focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic,
Description cognitive, social and emotional dimensions of development. Further, this includes factors that affect the progress of development
and shall include appropriate pedagogical principles applicable for each developmental level.
SY/Semester 2023-2024/2nd Semester Credit Units 3 units = 3 hours lecture/week

Program(s) to All COED Programs Prerequisite None

which it
contributes

2. VISION AND MISSION OF NwSSU

VISION MISSION
A provider of relevant and quality education to a society where citizens are An academic institution providing technological, professional, research and
competent, skilled, dignified, and community-oriented. extension programs to form principled men and women of competencies and skills
responsive to local and global development needs.

3. INSTITUTIONAL GRADUATE OUTCOMES (IGO)

NwSSU IGO Operational Indicators
IGO1. Creative and  Solves problems  Receptive to new ideas
Critical Thinkers  Generates new and innovative ideas  Makes a sound judgment
 Exhibits questioning mind
IGO2. Life-long  Manifests willingness to learn  Applies theory to practice
Learners  Updates knowledge, skills and qualification  Influences transformative change
 Accepts challenges while calculating risks
IGO3. Effective  Demonstrates good and oral and written communication  Listens attentively and empathically
Communicators  Expresses thoughts clearly and responsibly  Responds to social issues and problems

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 IGO4. Morally and  Leads a morally and socially upright life  Advocates environmental conservation and cultural
Socially Upright  Demonstrates ethics and professionalism preservation
Individuals  Responds to community development needs  Manifests gender sensitivity
 Shows social maturity in dealing with others

4. PROGRAM/DEGREE OUTCOMES (PGO)

Program Graduate PGO
NWSSU-IGO Program Graduate Outcomes
Attributes Code
IGO3.Effective
Communicator - Information
PO1 Articulate and discuss the latest developments in the scientific field of practice. (PQF level 6 descriptor)
IGO2.Life-long Literate
Learning
IGO3. Effective Information
PO2 Effectively communicate in English and Filipino, both orally and writing
Communicator Literate
IGO2.Life-long Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-
Committed PO3
Learning cultural teams. (PQF level 6 descriptor)
IGO4.Morally and Competent &
Socially Upright Professional; PO4 Act in recognition of professional, social, and ethical responsibility
Individuals Ethical
IGO4.Morally and
Socially Upright Nationalistic PO5 Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)
Individuals
IGO1.Creative Competent &
Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political
and Critical Professional; PO6
context.
Thinkers Nationalistic
IGO1.Creative
Competent &
and Critical
Professional PO7 Demonstrate mastery of subject matter/ discipline
Thinkers

IGO1.Creative Competent & PO8 Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
and Critical Professional; learners and their environments.

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 Information
Thinkers
Literate
IGO1.Creative
Research-
and Critical PO9 Develop innovate curricula, instructional plans, teaching approaches, and resources for diverse learners.
Oriented
Thinkers
IGO1.Creative
and Critical
Information PO1 Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational
Thinkers –
Literate 0 practices.
IGO3.Effective
Communicator
IGO1.Creative Competent &
PO1 Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and
and Critical Professional
1 outcomes.
Thinkers
IGO4.Morally and Competent &
PO1
Socially Upright Professional; Practice professional and ethical teaching standards sensitive to the local, national and global realities.
2
Individuals Ethical
Research-
IGO2.Life-long PO1 Pursue lifelong learning for personal and professional growth through varied experiential and field-based
Oriented; Service-
Learning 3 opportunities.
Oriented

5. LEARNING OUTCOMES (LO)

Learning Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13
LO1. Identify ways on how to apply the 14 Learner-
1 1 1 1 1 1 1 1 1 1 1 1 1
Centered Psychological Principles as future teachers
LO2. Describe developmental tasks in each
developmental stage and distinguish between the
traditional and life-span approach of development to take 1 1 2 1 1 2 1 2 1 1 1 1 1
a research-based position on the three issues of
development
LO3. Discuss the six developmental theories and draw
1 2 1 1 1 2 2 1 1 1 2 1 1
from principles of teaching and learning

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 LO4. Trace the course of prenatal development 1 2 2 1 1 1 2 3 2 2 2 1 1
LO5. Identify and describe the factors that influence the
physical, cognitive and socio-emotional development of 1 2 1 1 1 1 2 1 2 1 2 1 2
infants and toddlers
LO6. Identify and describe the factors that influence the
physical, cognitive and socio-emotional development of
1 3 2 1 1 2 1 2 1 2 2 1 1
preschoolers, and apply pedagogies of learning and
teaching specific to their level
LO7. Identify and describe the factors that influence the
physical, cognitive and socio-emotional development of
1 2 1 1 1 2 2 1 1 1 2 1 1
primary pupils, and apply pedagogies of learning and
teaching specific to their level
LO8. Identify and describe the factors that influence the
physical, cognitive and socio-emotional development of
1 2 2 2 2 1 2 1 2 2 2 1 1
intermediate pupils, and apply pedagogies of learning and
teaching specific to their level
LO9. Identify and describe the factors that influence the
physical, cognitive and socio-emotional development of
1 2 1 1 1 1 2 1 2 1 2 1 2
high school learners, and apply pedagogies of learning
and teaching specific to their level
LO10. Analyze current research on child and adolescent
development and make a synthesis or concept paper out 1 1 2 1 1 2 1 2 1 2 2 1 1
of the researches
1-Introduce 2-Reinforced 3- Practiced

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 6. MAJOR COURSE OUTPUTS (MCO)/OTHER REQUIREMENTS AND GRADING SYSTEM
Learning Required Output/s
Due Date
Outcomes
LO1 Oral Presentation of the 14 Learner-Centered Psychological Principles 3rd Week of January
LO2 Documentary Review of the Movie, Three Identical Strangers 4nd Week of January
LO3 Graphic Organizer and Oral Presentation on the Major Development Theories 1st Week of February
LO4, LO5 Timeline of Prenatal and Toddlerhood Development 3rd Week of February
LO6, LO7, LO8, Compilation and Demonstration of Different Teaching Activities/Strategies Appropriate 1st Week of March
LO9
LO10 Synthesis/ Concept Paper on Child and Adolescent Development Research 2nd Week of May

GRADING SYSTEM:

To pass this course, one must accumulate at least 75 points through the course requirements discussed above. The maximum points
that a student can obtain through each requirement are shown below:

Requirement/Assessment Task Points

Major Class Output 30%
Class Standing 20%
Major Examination 20

Total 100

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 7. LEARNING PLAN

COURSE CONTENT/SUBJECT MATTER Teaching and Learning Activities (Methodology) Assessment and Outputs Week
Vision, Mission, Goals and Objectives of the Familiarize, Memorize, Understand and Integrate the University and College
Oral / Written Tests 1
University, Goals of the College VMGO.
LO1 1. Learner-centered Psychological Principles  Conversation Journey on the words,” Learner-Centered”, and the word Quiz; reflection paper, research 2
(LCP) “Principles” abstract (2 sessions)
 class discussion
 research and reflection

LO2 2. Basic Concepts and Issues on Human  Picture analysis-learners in different developmental stages; Sentence completion 3-4
development  class discussion; (3) sessions)
2.1 Human development: Meaning, Concepts and  reflection; Documentary movie review
Approaches  movie analysis
2.2 The Stages Development and Developmental
Tasks Performance task-slide video
2. 3 Issues on Human development presentation
2.4 Research in child and adolescent development Written quiz

LO3 3. Developmental Theories and other relevant  Direct teaching, Paper-pencil test; graphic organizers; 4-7
Theories  talk show, Reflection (7 sessions)
3.1 Freud’s Psychoanalytic Theory  surfing the internet,
3.2 Piaget’s Stages of Cognitive Development  survey questionnaires
3.3 Erikson’s Psycho-Social Theory of Development  recollection of life experiences;
3.4 Kohlberg’s Stages of Moral Development
3.5 Vygotsky’s Socio-Cultural Theory
3.6 Bronfenbrenner’s Ecological Theory

LO4 4. Pre-natal Development  Group discussion, Simulation-letter writing (pretend you 8

Synthesis of the Physical, Cognitive and Socio-  group project for an organized lecture on prenatal development for a are a 4-mo old fetus; write a letter to (2 sessions)
emotional Development of Pre-natal Period mother’s class; your mom describing how you are
 reflection; developing in the womb); scoring
 research; rubric; quiz
 film on prenatal development
 Summary of the key characteristics of pre-natal development;
application of pedagogical principles to the pre-natal stage
MIDTERM EXAM Week 9
LO5 5. Infancy and Toddlerhood  Research and research presentation; Written test; scoring rubric; Week 7
5.1 Physical Development of infants and Toddlers  pictograph; observation report

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 5.2 Cognitive Development of Infants and Toddlers  Questionnaire on Learning and development Standard from Phil. Early
5.3 Socio-emotional Development of Infants and Learning and development Standards;
Toddlers  Lecture;
5.4 Synthesis of the Physical, Cognitive and Socio-  Graphic organizers;
emotional Development of toddlers  reflection
LO6 6. Early Childhood (The Preschooler)  Group discussion Photo essay on the physical Week 10
6.1 Preschoolers’ Physical Development  Picture analysis development of pre-schoolers;
6.2 Cognitive Development of the Preschoolers  Lecture observation report; research
6.3 Socio-emotional Development of Preschoolers  Research abstracts
6.4 Synthesis of the Physical, Cognitive and Socio-  Surfing the internet for gross motor and fine motor activities for
emotional Development of Pre- schoolers preschoolers
 List of preschoolers’ physical skills from PELDS
 Observation of children
 Reflection
LO7 7. Middle Childhood (The Primary Schooler)  Observing primary school children Quiz, Reflection Week 12
7.1 Physical Development of Primary Pupil  Group discussion
7.2 Cognitive Development of Primary Schoolers  Metaphorical Teaching (To what do you compare a primary school child
7.3 Socio-emotional Development of Primary as he/she develops physically?)
Schoolers
LO8 8. Late Childhood (The Intermediate Schooler)  Natural observation of intermediate school children; Designing a simple exercise program Week 14
8.1 Physical Development of Intermediate Schoolers  Group discussion; for intermediate children which
8.2 Cognitive Development of the Intermediate  Lecture; consists of warm up activities,
Schoolers  Research exercise proper, and cooling down or
8.3 Socio-emotional Development of the Intermediate quieting activity; Research summary
Schoolers
LO9 9. Adolescence (The High School Learner)  Sharing with the small group of past personal experiences on physical Simulation (Students play the role of Week 16
9.1 Physical Development of High School Learners and sexual development; a medical expert who provides
9.2 Cognitive Development of High School Learners  Lecture wholesome advice to adolescents on
9.3 Socio-emotional Development of High School  Research presentation puberty, wet dreams, etc.); scored
Learners  Reflection with a rubric
Do a PowerPoint presentation
on physical development of
adolescents to a group of
adolescents; to be scored with
a rubric
 Group discussion Quiz: Filling out of a matrix on the Week 17
 Lecture application of adolescents’ cognitive
 Research development concepts to teaching-
learning

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 LO10 10. Research on Child and Adolescent  Summary of the key characteristics of primary schoolers’ development; Synthesis and Application Project
Development application of pedagogical principles to the teaching-learning process of
adolescents
FINAL TERM EXAM Week 18

8. REFERENCES

Borabo, H., Corpuz, B., Lucas, M., & Lucido, P. (2015). Child and adolescent development. Quezon City: Lorimar Publishing

Borabo, H., Corpuz, B., Lucas, M., & Lucido, P. (2015). The child and adolescent learners and learning principles Quezon City: Lorimar
Publishing

Prepared by: Noted by: Approved by:

ROWEE O. CAÑEDO, LPT CHRISTY B. DE VEYRA, MSIT JANNEL C. ALVIOLA, Ph.D

Instructor- I, COED BTVTED/BTLED Program Chairman Dean, College of Education

Date Revised: January 03, 2023

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