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Professional Education

Child and Adolescent Development

LET Competencies:

1. Interpret theories and findings related to child and adolescent development along the biological,
linguistic, cognitive, social and psychological dimension

PREPARED BY: Aggarao, Marivilla Lydia B.

PART I: Content Update

Basic Concepts:

Growth - physical and physiological changes that occur throughout life (quantitative changes)

Development - progressive continuous change in the organism from birth to death

Heredity (nature) – the totality of characteristics, transmitted from the parents to the offspring.

Environment (nurture) – the totality of any aspect of physical and social phenomena which or affects an
individual organism.

2 Kinds of Environment

1. Internal – fertilization to birth

- period of gestation

2. External – birth to tomb

Maturation – gradual unfolding of the innate characteristics that result from the aging process; “internal
ripening”

ASPECTS OF DEVELOPMENT

Physical – changes in body, brain sensory capacities and motor skills

Cognitive – changes in mental abilities such as learning, memory, reasoning, thinking and language

Emotional – changes in dealing with oneself

Social – changes in relationship with others

Moral – knowing what is right and wrong

Psychosocial – can affect cognitive and physical functioning

ex. Anxiety about taking an exam can impair performance

Life Span

The life of an individual organism from birth to death.

Human Development

It refers to the scientific study of the qualitative and quantitative ways by which people change over
time.

Developmental Task

It refers to behavior that is expected to be manifested at or about a certain period in the life of an
individual; social expectations

Developmental Stage

It is a distinct period of the life cycle characterized by a particular sets of abilities, motives, behavior and
emotion that occur together and form a coherent pattern

TWO MAJOR DIVISIONS OF DEVELOPMENTAL STAGES

PRE-NATAL

Stage Individual Age

1.Zygotic/Germinal

2. Embryonic

3. Fetal Zygote

Embryo

Fetus Fertilization

Fertilization – 2 weeks

2 wks. to 9 mos. old

POST-NATAL

Stage Individual Age

4. Neonatal Neonate Birth – 2 wks to 1 month

5. Toddlerhood/ Babyhood Toddler/baby 1 month – 2 yrs

6. Childhood Child 2 yrs – 11 yrs

7. Adolescence Adolescent 11 yrs (girls) 13(boys) – 21 late

8. Adulthood Adult 21 yrs – 65 yrs

9. Senescence/old age Old woman/man 65 yrs - death

PRINCIPLES OF HUMAN DEVELOPMENT

PRINCIPLE FOCUS APPLICATION-

CLASSROOM SITUATION

1. The development of an organism is the result of the interaction between heredity (nature) and
environment (nurture). The process of heredity and environment are interdependent and
complimentary. Neither appears to be dominant.

Height while largely determined by heredity is also affected to an extent by nutrition. Teachers to take
note or consider the family background of the child as well as the environment where he/she was born
or grew up to better understand him/her especially his/her behavior.

2. Growth is sequential Growth follows an orderly sequence which in general is the same for all
individuals.

All aspects of development be it in language, motor, social, occur sequentially. Teachers to know in what
stage in a particular aspect of growth the child is so he/she would know what to expect and also what to
do to prepare the child for the next stage of development

3. Growth is patterned. There are no two identical growth patterns.

Each child has his/her own characteristic rate. Children should never be compared unless their rate and
pattern of growth have been taken into account.

4. Development rates vary The speed of development is not even.

Each part of the body has its own particular rate of growth.

Children tend to inherit the physique of their parents. Teacher to understand that girls mature earlier
than boys. Growth rate may be retarded by illness and certain types of deprivation such as prolonged
poor nutrition.

5. Each stage of development has characteristic traits. Characteristic traits vary at each stage of
development

Traits become more complex as the child gets older. Knowledge of characteristic traits at different
stages can be of considerable value for teachers in choosing he appropriate activities as well as the
methods of teaching.

6. Maturation or readiness should precede certain types of learning Definite degrees of maturity are
prerequisite to various kinds of learning Teacher to consider the maturity level of the child in asking
him/her to do something. Forcing a child who is not mature or ready may lead to personality
disturbance.

7. The body tends to maintain a state of equilibrium called homeostasis. There is a wisdom of the body.
Strives to preserve a constant internal environment despite changing conditions, whether internal or
external Teacher to be a keen observer so he/she can do something when signs of uneasiness or
boredom on the part of the students is shown or exhibited, while he/she is teaching or observing the
students do something.

INFANCY

Two Divisions:

1. Period of Partunate – from birth to cutting and tying of the umbilical cord

2. Period of Neonate – from cutting and tying of the umbilical cord to the end of second week

Characteristics

1. shortest period

2. hazardous

3. radical adjustment

Two Predictable Characteristics

1.Cephalocaudal trend – development proceeds on a head to foot direction in the body

2. Proximodistal trend – parts of the body nearestto the center are the earliest to develop

BABYHOOD

1. Lap baby

2. Toddler

Characteristics

1. Socialization starts

2. True foundation

3. Creativity

4. Appealing

5. Decreased dependence

EARLY CHILDHOOD

1. Problem/Troublesome/Toy age

2. Preschool age

3. Pre-gang/Exploratory/Questioning age

4. punishment/praise

Characteristics Classroom Implication

PHYSICAL
Extremely active; good control of oneself;

Clumsy because tiny /small muscles are not yet fully developed

Difficulty focusing on small objects Provide plenty of opportunities for running, climbing, and jumping
but these should be under control

Schedule quite activities after strenuous ones

Avoid too many small motor activities such as pasting paper chains; provide big tools and supplies

As much as possible, minimize the need for children to look at small things

Intervene immediately when blows to the head in games or fights between children occur, and explain
why

Avoid boy-girl comparisons or competition in involving such skills

SOCIAL

Friendship with same sex; able to play with most children

Small play groups

Play patterns vary – gender, age, social class

Sex role typing is evident Provide assistance to those who like to be with others but lack the confidence
or ability to join them

Determine when silence and sedentary activities are justifiable

Determine what type of social behaviours each child exhibits and provide appropriate activities,
especially free play and experimentation

Give attention to the variety of play activities to know what play patterns most children prefer or should
be provided to them

As much as possible, let the children settle their differences and intervene only quarrels get out of hand.

Help children resist forms of sex typing and begin to acquire traits of both sexes (andragogy)

EMOTIONAL

Emotions are freely expressed

Jealousy occurs – seek attention Let children express their feelings within broad limits so they can
recognize and face their emotions

Spread attention as equitably as possible; do most praising in private

COGNITIVE

Most likely to talk in groups;

Persistent use of own language Provide “sharing time” sessions and at the same time help them become
good listeners

Limit any attempts at grammar instruction to modelling (delay formal grammar instruction until 2nd and
3rd grade)

Interact with children often, showing interest in what they do appreciating their achievement and
allowing them to investigate and experience many things independently to certain limits.

MORAL

Morality is influenced by adults surrounding them Interact with children often, showing interest in what
they do appreciating their achievement and allowing them to investigate and experience many things
independently to certain limits.

MIDDLE CHILDHOOD

1. Still extremely active, hence, when restricted, their energy is released through nervous habits
(e.g.fidgeting)

2. Bone growth is not complete yet

3. Somewhat more selective with friends

Characteristics Classroom Implication

PHYSICAL

Nervous habits occur when energy is restricted (ex.fidgeting)

Easily gets fatigued because of physical and mental exertion.

Can’t stand on heavy pressure Avoid rules that require them to stay quite for long periods; have
frequent breaks; provide active class work

Schedule quite and/or relaxing activities after periods of mental concentration

Avoid scheduling too much writing at one time

Try not to require too much reading at one stretch. Prepare materials with large prints

Encourage participation in essentially safe games

Encourage competition involving coordinated skills

SOCIAL

More selective of permanent friends

Organized games in small groups

Words are used more than physical aggression when in trouble Sociograms may be used to gain insight
into friendships, give some assistance to children who have difficulty in making friends

Promote the idea that games should be fun and not excessively competitive
Try to give children a chance to work out their own situation to disagreements as social conflict is
effective in spurring cognitive growth

EMOTIONAL

Sensitive to criticism/ridicule;

difficulty adjusting to failure;

Pleases teachers

Becomes sensitive to the feelings of others Give frequent praise and recognition and other positive
reinforcement especially for academic behavior

Assign “jobs” on a rotating basis

Be alert about the group pastime of increased teasing particular child so much that it may make a
tremendous effect on the attitude towards school of the victim.

COGNITIVE

Eager to learn;

More facility in speech than in writing;

Generalization is based on concrete experiences Sustain their eagerness to learn

Control participation so that they speak up only when called upon

MORAL

Complaints are easily told maybe out of jealousy or simply to get the attention of the teacher Let them
be aware that you know the situation already and that you will do something about it.

LATE CHILDHOOD

1. Troublesome/ sloppy/ quarrelsome

2. Elementary school age

3. Gang/Conformity/creativity

Characteristics Classroom Implication

PHYSICAL

Girls mature earlier than boys;

Physical changes are evident; curiosity on sex orientation

Has good grasp of small objects Conflicts between physical attributes and sex roles might arise, try to
explain that things will eventually even out and to persuade pupils that being male or female should not
in itself determine what a person does

Try to give accurate and unemotional answers to questions about sex

Provide arts and crafts and musical related creative activities

SOCIAL

Peer influences are powerful than adults (peer group)

Increase development of interpersonal reasoning that leads to greater understanding of other’s feelings
Keep in mind the pupils’ growing independence and their need for understanding and limit setting
rather than punishment, provide cooperative activities

Try to play down comparisons between best and worst learners

Encourage pupils to participate in rule setting

Keep students constructively busy

EMOTIONAL

Delinquent behavior due to dysfunctional family, social rejection;

Behavioral disorder: ADHD, anxiety, withdrawal, antisocial, excessive fears, eating disorder May need
provisions for counselling, parent training and mastery of basic academic skills

Report unusual and repeated episodes of disorder to parents and school counsellor

COGNITIVE

Sex difference in specific abilities decrease in number;

Differences in cognitive styles become apparent;

Abstract thinking develops Provide opportunities to learn for both sexes to further lessen differences

Used varied teaching methods and approaches

MORAL

Guilt feelings are governed by personal responsibility;

Queries on justice;

Follows advance internalized standards Allow them to take greater responsibilities

Expose children to leadership skills

PUBERTY

“pubertas” – age of manhood

Spermache - males

Menarche – females

3 Stages

1. Prepubescent – child but not yet adolescent

2. Pubescent – dividing line between child and adolescent

3. Postpubescent

“adolescere” – to grow into maturity

Storm and stress

Vocational / social intimacy

Contemplation

Characteristics Classroom Implication

PHYSICAL

Completion of growth spurt is more evident to girls than boys;

Conscious of appearances;

Poor sleeping habits and diet but have good health Give students extra opportunities to gain status and
self-confidence by succeeding in school work or other non-athletic activities and recognizing their
achievements

Provide accurate information/answers to questions asked

Establish a class routine that includes completion of activities about two-three minutes before end of
period to give students time for grooming and social interaction

Provide frequent changes of pace and breaks to address drowsiness to some extent

SOCIAL

Desire for greater independence is sought;

Conformity with group;

Great concern on what others might think of them Involve students in establishing class rules and
routine

Encourage information of personal values through technique such as values classification or voice their
opinions in writing

Be a sympathetic listener especially to those who often show depression and preoccupation

EMOTIONAL

Identity crisis; low self-esteem due to rapid changes in physical outlook;

Increased academic responsibility Provide activities on self-awareness and acceptance and opportunities
for more academic work, accompanied by incentives and rewards and involvement of decision- making

COGNITIVE
Have increased ability to engage in mental manipulation/ test hypotheses; liberal and abstract thoughts
Give more opportunities to make personal regarding academic work and to express own views

MORAL

Willingness to obey rules, respect of authority and individual rights;

Conflict resolution Allow them to resolve conflicts but with minimal supervision

CHILD DEVELOPMENT THEORIES

Child Development Theories are organized set of principles that are designed to predict and explain
something – observations and discoveries about child development.

PSYCHOANALYTIC THEORY (SIGMUND FREUD)

- focuses on social and emotional development

- early experiences and unconscious emotional conflicts can have a dramatic effect on the developing
personality.

Three personality structures:

Id – pleasure principle

Ego – conscious; doer; reality

Superego – conscience / morality

Fixation – staying at a particular stage

PSYCHOSEXUAL STAGES (SIGMUND FREUD)

Oral stage - birth to 1 year old

mouth - erogenous zone

Gratifying activities: nursing, eating,mouth movement – sucking, gumming, biting, and swallowing

Oral fixation:

• Smoking

• Constant chewing of gums, pens, etc.

• Nail biting

• Over eating

• Drinking

Anal stage – 1 to 3 years old

Anus – erogenous zone

toilet training
Gratifying activities: bowel movement

Anal fixation:

Anal-expulsive personality

- sloppy, disorganized, reckless, careless, defiant

Anal-retentive personality

- meticulous, conforming, stingy, passive

Phallic stage – 3 to 6 years old

self-stimulation of the genitals

Gratifying activities: masturbation / genital fondling

Oedipus complex – father rival

Electra complex – mother rival

Phallic fixation:

For men: anxiety and guilty feelings about sex, fear of castration

For women: envy and inferiority

Latency stage – 6 to 12 yrs. old to puberty

A time for:

learning, adjusting, absorbing the culture, forming beliefs and values, developing friendships, engaging
in sports, sex instincts are calm

Genital stage - puberty onwards

Genital: erogenous zone

Gratifying activities: pleasure from sexual relationships

Renewed sexual interest and desire

Oedipus/Electra feelings are reactivated

Classroom Application

Help the child to overcome fixation like diverting his/her attention/energy into positive action

Fixation is not the end result

PSYCHOSOCIAL THEORY (ERIK ERIKSON)

Each stage is characterized by

“conflict or crisis” that the individual must successfully resolve in order to develop in a healthy direction.
Stages of Psychosocial Theory:

Trust vs. Mistrust

Infancy (birth to 1 year old)

Trust and security – visual contact and touch, secure environment, meet basic needs

Mistrust – worthlessness, inadequacy and insecurity occur, suicidal attempts,

Basic strength: Drive and Hope

Autonomy vs. Shame and Doubt

Early Childhood (1- 3 years old)

Can I do things myself or must I always rely on others?

Learning finer motor skills, toilet training

Gain control of oneself, assertiveness – self-esteem

Shame and doubt – shamed at toilet training

Basic strength: self-control, courage and will

Initiative vs. Guilt

Play age ( 3- 6 years)

Am I good or am I bad?

Desire to copy the adults around

Make up stories, create on play

Explores the world – “WHY?”

Broaden his skills, cooperate and lead as well as to follow; if he is fearful , he will continue to be
dependent on adults.

Basic Strength: Purpose

Industry vs. Inferiority

School age (6-12 years old)

How can I be good?

More aware of themselves

Work hard at being responsible, being good and doing it right

Basic strength – method and competence

Related elements in society: division of labor

Identity vs. Role Confusion

Adolescence (12- 20 years old)

Who am I and where am I going?

Experiment with a variety of behaviors and activities ( working, affiliating in political/religious groups)

Self-concept corresponds with other’s ideas of him. ( Who am I?)

Basic strength: Devotion and Fidelity

Intimacy vs. Isolation

Young Adulthood (20 - 40 years)

“Am I loved and wanted?” or “Shall I share my life with someone or live alone?”

Intimacy of enduring friendship or marriage; fear of abandonment.

Significant relationships.- marital partners, friends

Basic strength: affiliation and love

Generativity vs. Stagnation

Middle Adulthood ( 40 - 65 yrs.)

“Will I produce something of real value?”

Contributing to society and helping to guide next generation

Expect to “be in charge”

When interest is lacking, the person stagnates and may regress

Significant relationships:

workplace, community, family

Basic strength: production and care

Related Elements in Society:

Parenting, educating or social involvement

Ego Integrity vs. Despair

Late adulthood (old age to death)

“Have I lived a full life?”

Retrospection: looking back on one’s life and accomplishments

leading a successful life – integrity

unproductive life – dissatisfied and develop despair leading to depression and hopelessness
Ego Integrity vs. Despair

Stage of facing reality, recognizing and accepting it.

Life has been meaningful

Death as the completion of life

Life is failure – despair, struggle to find meaning in life

Basic strength: Wisdom

Classroom Application

Work out conflicts in earlier life to avoid confusion in the future

Allow children to explore in order to develop independence and work harmoniously with peers and with
himself/herself

Knows how to turn down people with prudence

COGNITIVE DEVELOPMENT (JEAN PIAGET)

Views children as constructivists

Curious active explorers who respond to the environment according to their own understanding

1. Sensorimotor- ( birth to 2 yrs.)

Sensory / motor capabilties

Object permanence

2. Intuitive or Pre-operational stage (2 to 7 years old)

Collective monologue

Imaginary friends

Life-like objects

Symbolism (images and languages)

Egocentric

3. Concrete operational stage (7 to 11 years old)

To see is to believe

Logical thinking

Reversibility

4. Formal operations stage

(11 years and beyond)

Metacognition

Logical / scientific thinking

Deductive reasoning

Experience is the best teacher

Classroom Application

Develop and stimulate brain functions through interactive activities

COGNITIVE DEVELOPMENT (JEROME BRUNER) –

Language Acquisition Support System (LASS)

The human mind gains inputs through the senses, processes them through cognitive abilities and
produces outputs employing language and creative expression

Involves 3 stages:

Enactive stage (0 to 18 months)

Children respond to sensory stimuli

Objects and experiences represented by sensory inputs

Iconic stage (18 months to 6 years)

Use of pictures and mental images

Child is guided by his mental imagery. He is to form his own mental images

Symbolic stage (6 years onwards)

The child expresses himself in the form of words. Development oflanguage

Classroom application

Applicable to infancy and childhood

Teacher should utilize the internal imagery of the child. This mental imagery of the child would enable
him in the conversation of his experiences and forge ahead of new experiences.

MORAL DEVELOPMENT (LAWRENCE KOHLBERG)

The moral development of each successive generation is of obvioussignificance to society

Moral Development Stages

Level One: Pre-conventional Morality (0-9 years)

1. Young child does not really understand the conventions or rules of a society.

2. Avoids punishment
3. Receives benefits in return

Stages Description

1.OBEDIENCE PUNISHMENT

2. INSTRUMENTAL RELATIVIST Rules are obeyed simply to avoid punishment

Rules are obeyed simply to earn rewards

Level Two: Conventional Morality

(9-20 yrs.)

1. Conform to the convention of society because they are the rules of a society

2. Respecting authorities

Stages Description

3.GOOD BOY / NICE GIRL

4. LAW & ORDER Rules are conformed to in order to avoid disappointment and gain approval

Social conventions blindly accepted to avoid criticism from those in the authority

Level Three: Post Conventional Morality (after age 20 )

The moral principles that underlie the conventions of a society are understood

Stages Description

5.SOCIAL CONTRACT

6.UNIVERSAL ETHICAL PRINCIPLE Morality is based on agreement with others to serve the common
good and protect the rights of others

Morality is a reflection of internalized standards

Classroom Application

Integration of values in daily teaching

Encourage and affirm good values

LEV VYGOTSKY’S SOCIOHISTORIC-COGNITIVE/LINGUISTIC DEVELOPMENTSOCIAL

Zone of Proximal Development (ZPD) - gap between actual and potential development

*Actual development – what children can do on their own

* Potential development – what children can do with help

Scaffolding –
Competent assistance or support through mediation of the environment (significant others) in which
cognitive, socio - emotional and behavioral development can occur.

GINZBERG THEORY

it states that the process of making vocational choices in the life of an adult is composed of major
psychological crisis.

Integrated Attachment Theory (John Bowlby and Mary Ainsworth)

Formation of parent-child relationship

It explains the connection between relationships that occur early in our lives and those that happen
later.

Acknowledgement goes to various authors

Part II: Practice Test

Child and Adolescent Development

1. Rodge is very aloof and cold in his relationships with classmates. Which basic goal must have not been
attained by Rodge during his developmental years according to Erikson’s psychosocial development?

A. Industry

B. Initiative

C. Identity

D. Trust

2. Studies in the area of neurosciences disclosed that the human brain has limitless capacity. What does
this imply?

A. Children can possibly reach appoint a where they have learned everything

B. Every child has his own native ability and his learning is limited to this native ability

C. Every child is a potential genius

D. Some children are admittedly not capable of learning

3. When the individual is said to be in the integrity rather than despair stage in Erikson’s theory, what
does this mean?

A. He / She is sure of his / her own identity.

B. Individual is able to work positively and creatively.

C. Satisfied with his status among his / her peers in work skills.
D. Developed a self-concept that s/he can accept and is pleased with his/her role in life and what s/he
produces.

4. Identical twins were orphaned and raised separately by their relatives who belong to different socio-
economic status. After 10 years, there was a difference in their academic performance. What explains
this difference?

A. Difference in nature.

B. Difference in nurture.

C. Difference in heredity.

D. Difference in intelligence.

5. Mr. and Mrs. Miranda believed that their daughter inherited from them and how they brought her up
contributed greatly to her total development. Therefore, Mr. and Mrs. Miranda are likely to support
which of the following principles of development?

A. Growth is sequential.

B. Developmental rates vary.

C. Each stage of development has characteristic traits.

D. The development of an organism is the interaction between heredity and environment.

6. Mothers who demand their children ages 3 to 5 to spend their time in serious academic study forget
that early childhood is the

A. Questioning age C. Initiative age

B. Toy age D. Pre-school age

7. Based on Freud’s theory, which operate/s when a student strikes a classmate at the height of anger?

A. Ego C. Super-ego and Ego

B. Id D. Super-ego

8. Why should children be toilet trained?

A. Because it is part of growing up gracefully

B. So they will know what to do as grown ups

C. Because it is a sign of neatness and cleanliness

D. So that it may not cause problems associated with fixation

9. Which of the following statements will not support the concept of individual differences?

A. Use varied activities for a difficult lesson

B. Consider the uniqueness of each student

C. Involve all students regardless of what the activity is

D. Help should be extended to both the gifted and retarded

10. Why should a teacher do a series of observations, not just one, to be able to make a conclusion
regarding an individual’s behavior?

A. To see the consistency of the exhibited behavior

B. To check if the model behavior was copied correctly

C. It is better to see the individual show different behavior at different times

D. It is not always possible to draw accurate conclusions by observing only once

11. Mrs. Tiglao observed that her seven year old pupil plays with his penis while she was explaining the
lesson for the day. What should Mrs. Tiglao do?

A. Scold the pupil so he will stop

B. Tell the pupil to stop what he is doing

C. Ignore the pupil and continue with the lesson

D. Do an activity to divert his attention to stop what he is doing

12. According to Kohlberg, a person’s moral development is due to maturational factors and cognitive
growth. Which of the following statements best supports his claim?

A. The older the person is, the higher is his level of morality

B. As the person develops, his morality becomes conventional

C. As the person grows and develops, his moral reasoning also gets defined

D. The younger the person is, the higher is his level of morality

13. For most adolescents, peers play an even more important role in life than they had during childhood.
Thus, 15-year old Roy gets hair cut like other boys of his age but different from his father’s. Which of the
following justifies Roy’s behaviour?

A. The adolescents poses a big problem to his family and thus needs more attention and understanding

B. The adolescents join the “band-wagon” even if it is against his will so that he will be accepted by his
peers

C. It is normal for an adolescent to do things that would displease his parents

D. The adolescents strengthens his own identity by being a member of a group that defines his
difference from his father

14. Which of the following would you consider as a teacher of adolescents?

A. Activities given should be from general to specific

B. Always consider friendship as the basis in grouping students

C. Tasks to be assigned should be those that will make them feel like adults

D. There is a role confusion which implies uncertainty of appropriate behaviour

15. The process of internalizing values will depend upon the attitude we hold. Since this process takes
place gradually, how will you as a teacher go about it?

A. Practice what you teach not only in school community

B. Assign children to read reference on values of other cultures

C. Ask the parish priest or minister to visit your class

D. Invite resource persons to talk about Filipino values in your class

16. The principle of individual differences requires teachers to

A. Treat all learners alike while in the classroom

B. Give greater attention to gifted learners

C. Provide for a variety of learning activities

D. Prepare modules for slow learners in the class

17. In which way does heredity affect the development of the learner?

A. By providing equal potential to all

B. By making acquired traits hereditary

C. By placing limits beyond which the learner cannot develop

D. By compensating for what environment fails to develop

18. Which of the following is NOT a developmental principle?

A. Numerous studies have revealed how individuals develop

B. Social expectations mark every developmental period

C. Early development is more critical than later development

D. Development follows as orderly, predictable sequence

19. In what developmental stage is growth most rapid?

A. Adolescence C. Early Childhood

B. Infancy D. Middle Childhood

20. Early childhood is regarded as teachable stage for the teaching of skills. It is because children in this
stage are ______________.
A. growing fast C. excited with whatever they undertake

B. attracted to games D. adventurous

21. Bruner’s theory on intellectual development moves from enactive to iconic and symbolic stages.
Applying Bruner’s theory, how wold you teach?

A. Begin with the concrete C. Begin with the abstract

B. Do direct instruction D. Be interactive in approach

22. Research on Piagetian tasks indicates that thinking becomes more logical and abstract as children
reach the formal operational stage. What is an educational implication of this finding?

A. Let children be children

B. Expect hypothetical reasoning for learners between 12 to 15 years of age

C. Engage children in analogical reasoning as eerily as preschool to train them for higher order thinking
skills (HOTS)

D. Learners who are not capable of logical reasoning from ages 8 to 12 lag behind in their cognitive
development

23. It is easy for children to learn language because each person has a Language Acquisition Devices
(LAC) that predisposes one to acquire language. This theory is espoused by _______

A. Chomsky C. Watson

B. Piaget D. Gardner

24. What is the advantage of knowing the developmental tasks for the stage of development that the
students are in?

A. The students can learn better

B. The teacher will be able to determine whether or not the tasks he / she plans for the students are
appropriate

C. The students will be able to make adjustments with their learning styles and study habits

D. The teacher can work well with the students’ parents

25. Julia was first asked to compare identical amount of liquid in two short glasses. The liquid from one
of the two short glasses was poured into taller, slimmer glass of the same capacity. Julia indicated that
the amount of liquid in the two different glasses is still the same. What is Julia capable of?

A. Reversibility C. Accommodation

B. Assimilation D. Conservation

26. Which situation best illustrates the concept of growth?

A. A kinder pupil gains two pounds within two months

B. An elementary pupil has learned to play piano

C. A high school student gets a score of 85 in a mental ability test

D. An education student has gained knowledge on approaches and strategies for teaching different
subjects

27. While you are teaching your class, you noticed that your student asks permission to go to the
canteen to drink. You yourself feel like drinking a glass of cold water too, because of the warm weather.
Which of the following principles justifies the student’s behavior?

A. One of the basic needs of man is water

B. The body tends to maintain a state of equilibrium called homeostasis

C. Development is a product of interaction of the organism in its environment

D. The need of one, like water, is the same for all individuals in order to grow and develop.

28. Lila and Mila are fraternal twins; Lila is an extrovert while Mila is an introvert. Lila likes to eat
spaghetti while Midmganism in its environment

29. Lito is very attached to his mother and Lita to her father. In what developmental stage are they
according to Freudian psychosexual theory?

A. Anal C. Phallic

B. Genital D. Latent

30. Christopher kept on sucking his thumb until his adolescence. His needs during his oral development
where not ecame fixated at this stage. Which of the following theories is generally applied to the early
experiences as an explanation for adult behavior?

A. Psychosocial C. Social Learning

B. Psychosexual D. Cognitive Development

31. In this moral level according to Kohlberg, individuals continue to regard conformity to social rules as
necessary but not for reasons of self-interest.

A. Conventional level C. Pre-conventional level

B. Autonomous morality D. Heterogeneous morality

32. After playing Keisha, came home rushing and unmindful of her dirty looks, she immediately gave a
big hug to her mother who was waiting for her at the door. Children on this stage tend to be careless
and shoddy about their appearances. At what stage do children display this characteristic?

A. Play age C. Sloppy age

B. Troublesome age D. Gang age

33. Young children have short attention span and interest. What kind of task should a teacher give
them?
A. Challenging and interesting activities

B. Easy and difficult activities

C. Varied activities

D. Long and difficult activities

34. Kate comes to school on time because it is one of the school’s rules and regulations. Besides, she
does not like to disrupt their class by coming late. In this situation, which level of Kohlberg’s morality
does Kate belong?

A. Universal C. Pre-Conventional

B. Conventional D. Post-Conventional

35. The mother of Rose got angry with her because she disobeyed her. She joined the outing of her
“barkada” which the mother thought was dangerous. If Rose did not join their outing, she will be an
outcast in the group. What characteristics of adolescents did Rose exhibit in this case?

A. Adolescents are care-free and happy-go-lucky individuals.

B. Adolescents did not mind other people as long as they are happy.

C. Adolescents give priority to the demands of peers than their parents.

D. Adolescents know that their parents will ignore them even if they commit mistakes.

36. At puberty age, adolescents are always curious and experimenting many experiences. It happens
that you caught them smoking and you have a suspicion that it is marijuana. What would you do?

A. Tell them to smoke at the smoking area.

B. Report it immediately to the principal for appropriate action.

C. Confront them and scold them

D. Clarify to them the hazards of smoking to their health

37. In a class, there are children who usually get out of the social circle. How do you describe these
children?

A. Aggressive type C. Quarrelsome type

B. Friendly type D. Shy type

38. Which is the most practical means of helping a shy, withdrawing child?

A. Call him / her to answer the question.

B. Provide him / her with group leadership roles.

C. Make class work easy for him / her to participate

D. Provide opportunities for him / her to show his / her talents

39. At what stage do children are expected to acquire the rudiments of knowledge that are considered
essentials for successful adjustment to adult?

A. Gang age C. Play age

B. Elementary age D. Creative age

40. Which of the following will enhance the learning of preschoolers?

A. Always give reward and never punish

B. Activities should be hands-on and not written

C. Use colourful, attractive and challenging materials

D. Make activities too easy, simple and for a short period overtime

41. It is a fact that very young children have a very short attention span. Which of the following is best
suited to them?

A. Let them do the things they like to do.

B. Ask them to do a long activity but with intervals.

C. Group them according to their needs and interests.

D. Prepare interesting and different activities but for short period of time.

42. In the Grade I class of Ms. Panta, she requires her pupils, aged six to seven years old to use big
pencils in writing. She discourages the use of small pencils and ball pens. What does this practice imply?

A. Big pencils make big prints, make beautiful writing

B. Small pencils and ball pens make small prints which are difficult to read.

C. Big pencils are easy to hold because fine muscles at this age are not yet fully developed.

D. Small pencils and ball pens, because these are thin, have pointed writing ends, might be dangerous to
very young children

43. Maturation should precede certain types of learning. How is this principle applied in the classroom?

A. Follow the interest of the students in assigning tasks

B. Concepts should be taught from simple to complex

C. Reduce stimulation so as to increase attention to the task.

D. Problems match appropriately to students’ level of thinking

44. Ms. Pinto is a Grade VI adviser. How can she promote moral development in her classroom?

A. Accept misbehaviours/wrongdoings of pupils because they are still immature.

B. Disregard the powerful influence as a role model as she interacts with students.
C. Discourage discussions of topics like honesty and respect for others in the classroom.

D. Emphasize individual responsibility and the practical nature of rules designed to protect the rights of
others.

45. When a student displays aggressive behaviour in the class, what should the teacher do?

A. Ignore the student

B. Model non-violent conflict-resolution strategy

C. Threaten the student to win confidence

D. Send the stunt out of the classroom

46. Generally, we observe that children first crawl, stand before they walk. They scribble, draw lines,
circles before squares. What developmental pattern is implied?

A. Natural sequence of development

B. Continuity in developing patterns

C. Similarity in development patterns

D. Differences in development patterns

47. Ruth was able to walk without support at age 12 months because of the “internal ripening” that
occurred in her muscles, bones, nervous system development. This change in Ruth is attributed to the
concept called

A. Growth C. Maturation

B. Learning D. Development

48. Who asserted that children must be given the opportunity to explore and work on different
materials so that they will develop the sense of initiative instead of guilt?

A. Gardner C. Kohlberg

B. Maslow D. Erikson

49. It is not wise to laugh at a two-year child when he utters bad words because in this stage he is
learning to _________________

A. Distinguish right from wrong C. Distinguish sex differences

B. Socialize D. Consider other’s views

50. “Train up a child in ways he should be; when he grows he will not depart from it.” Which principle
supports this?

A. Development is determined by environment

B. Early development is more crucial than later development

C. Later development is more crucial than early development

D. Development is determined by heredity

51. Bruner’s theory on intellectual development moves from enactive to iconic and symbolic stages. In
which stage(s) is/are diagram/s helpful to accompany verbal information?

A. Enactive and iconic

B. Symbolic and enactive

C. Symbolic

D. iconic

52. Research on Piagetian’s tasks indicates that thinking becomes more logical and abstract as children
reach the formal operations stage. What is the educational implication of this finding?

A. Engage children in analogical reasoning as early as pre-school to train them for higher order thinking
skills (HOTS)

B. Learners who are not capable of logical reasoning from ages 8 to 11 lag behind in their cognitive
development

C. Let children be children

D. Expect hypothetical reasoning for learners between 12 to 15 years of age

53. If a student is encouraged to develop himself to the fullest in satisfying his hierarchy of needs, then
trying to help others without counting the cost, what is displayed in the Maslow’s hierarchy of needs is?

A. Safety need

B. Transcendence

C. Self-actualization

D. Belongingness

54. John B. Watson relates that a particular behaviour is determined by environmental factors. Which of
the following situations can help the students develop a positive attitude towards mathematics?

A. Give difficult problems to challenge the students

B. Tell students that Math is a difficult subject

C. Have favorable learning atmosphere in the classroom

D. Present lessons from the easiest to the most complex

55. Which statement holds true to Oedipal stage?

I. The child gets emotionally attached to the parent of the opposite sex

II. It comes from 3 to 6 years of age

III. The child simultaneously reacts as a rival to the parent of the same sex

A. I, II, III

B. II only

C. I, III

D. I, II

56. Which educational issue can be clarified by understanding Maslow’s Hierarchy of Needs theory?

A. Delinquency in the public schools

B. The effect of poverty on academic achievement

C. Sex education in school

D. The effect of different classroom structures

57. Julius is very attached to his mother and Janel to her father. In what development stage are they
according to Freudian psychosexual theory?

A. Anal stage

B. Phallic stage

C. Latency stage

D. Genital stage

58. According to Kohlberg, a person’s moral development is due to maturational factors and cognitive
growth. Which of the following statements best supports his claim?

A. As the person grows and develops, his moral reasoning also gets defined

B. The older the person is, the higher is his level of morality

C. The younger the person is, the higher is his level of morality

D. As the person develops, his morality becomes conventional

59. According to Kohlberg, a person’s moral development is due to maturational factors and cognitive
growth. Which of the following statements best supports his claim?

A. As the person grows and develops, his moral reasoning also gets defined

B. The older the person is, the higher is his level of morality

C. The younger the person is, the higher is his level of morality

D. As the person develops, his morality becomes conventional

60. To make sense of our world, we organize our experiences. We also alter our thinking to include new
ideas and additional information. This process of changing our thinking as a result of new ideas is
termed by Piaget as

A. Adaptation

B. Adjustment

C. Assimilation

D. Accommodation

61. In Piaget’s theory, an individual’s adjustment to new information is called?

A. Adaptation

B. Adjustment

C. Assimilation

D. Accommodation

62. “What I hear, I forget. What I see, I remember. What I do, I understand.” What does this mean?

A. Learn independently

B. Pay full attention in class

C. Take active part in the learning experiences

D. Work with groups

63. Which of the following is not a developmental principle?

A. Numerous studies have revealed how individuals develop

B. Social expectations mark every developmental period

C. Early development is more crucial than later development

D. Development follows an orderly sequence, predictable sequence

64. When small children call four-legged animals “dog”, what process is illustrated on Piaget’s cognitive
development theory?

A. Adaptation

B. Adjustment

C. Assimilation

D. Accommodation