COURSE SYLLABUS

in
Educ. 101
THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLE
1st Semester, AY: 2021-2022

Department/Area : Teacher Education

Curriculum : Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) Major in English, Filipino and Mathematics
Curricular Year : Third Year
No. of Hours/Sem. : 54 Hours
Credit Unit (s) :3
Prerequisite : None

Vision : Northeastern Cebu Colleges is seen as a prestigious institution of higher learning catering to the educational and training needs of
young people, turning out competent graduates in the different fields, answering to the professional manpower needs, producing
leaders and contributing to the social and economic development of the country and the upliftment of the quality of life.

Mission : Northeastern Cebu Colleges is committed to render service by way of providing opportunities to the young people in this part of Cebu
for college education that is relevant, quality-oriented, accessible and affordable. Its mission is to contribute to holistic human
development with respect to the intellectual, physical, moral, spiritual, social, cultural and the professional aspect of the person. The
mission is anchored on love, wisdom and sense of service to humanity.

Goals : Northeastern Cebu Colleges has following goals:

1. Attainment of the status of a full-grown, prestigious academic institution of higher learning.
2. Expansion of its capabilities to offer relevant degree programs that could cater to the needs of the youth aspiring for professional
education and to the manpower requirements of the different sectors nationwide and worldwide.
3. Production of college graduates who have acquired the benefits of general education and who have attained the competencies
expected in their chosen line of specialization.
4. Turning out well-educated citizens who are steeped in positive social, personal, ethical and moral values; who have strong
nationalistic spirit and who are vigilant over their rights and mindful of their duties and obligations.
5. Accomplishment of researches that would contribute to the pool of knowledge.
6. Doing community outreach projects that would benefit underprivileged groups.

Program Outcomes : The minimum standards for the BEEd and BSEd degree programs are expressed in the following set of learning outcomes:

1. Common to all programs in all types of schools

The graduates have the ability to:
 a. articulate and discuss the latest developments in the specific field of practice; (PQF level 6 descriptor)
b. effectively communicate orally and in writing using both English and Filipino;
c. work effectively and independently in multi-disciplinary and multi-cultural teams; (PQF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility; and
e. preserve and promote “Filipino historical and cultural heritage.” (based on RA 7722)

2. Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

3. Specific to a sub-discipline and major

Bachelor of Elementary Education

a. Demonstrate in-depth understanding of the diversity of learners in various learning areas

b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
f. Manifest a desire to continuously pursue personal and professional development

Bachelor of Secondary Education major in English

a. Possess broad knowledge of language and literature for effective learning

b. Use English as a glocal language in a multilingual context as it applies to the teaching of language and literature
c. Acquire extensive reading background in language, literature, and allied fields
d. Demonstrate proficiency in oral and written communication
e. Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies
f. Use technology in facilitating language learning and teaching
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and
literature
 h. Display skills and abilities to be a reflective and research-oriented language and literature teacher

Bachelor of Secondary Education major in Filipino

a. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino

b. Nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa ugnayan ng wika, kultura, at lipunan
c. Nakagagamit ng iba’t ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto
d. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa
e. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto
f. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo

Bachelor of Secondary Education major in Mathematics

a. Exhibit competence in mathematical concepts and procedures

b. Exhibit proficiency in relating mathematics to other curricular areas
c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics
d. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics
e. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of
complexity
f. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools
g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the
world
Course Description : This course focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic,
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.

Course Objectives : At the end of the course, the students should be able to:

1. analyze the different researches and theories related to the four broad dimensions of child and adolescent development;
2. value and respect the difficult and complex processes that students of different ages go through;
3. observe and reflect on the applicability of the theories to children and adolescents in their local context;
4. write some insights regarding how teaching and learning processes should take into consideration the various forms of knowledge
about child and adolescent development; and
5. present activities and strategies that are responsive to the learner’s linguistic, cultural, socio-economic and religious backgrounds.
Course Outline and Timeframe
Course Content/Subject Matter
Week 1-18 I. Basic Concepts and Issues on Human Development
Prelim Period
A. Human Development: Meaning, Concepts and Approaches
Week 1
B. The Stages of Development and Developmental Tasks
Week 2 C. Issues on Human Development
D. Research in Child and Adolescent Development

II. Developmental Theories and other Relevant Theories

Week 3 A. Freud’s Psychoanalytic Theory

B. Piaget’s Stages of Cognitive Development
Week 4 C. Erikson’s Psycho-Social Theory of Development
D. Kohlberg’s Stages of Moral Development
Week 5 E. Vygotsky’s Socio-Cultural Theory
F. Brofenbrenner’s Ecological Theory
Midterm Period III. Development of the Learners at Various Stages

Week 6 A. Pre-natal Period

1. Pre-natal Development
Week 7-8 B. Infancy and Toddlerhood
1. Physical Development of Infants and Toddlers
2. Cognitive Development of Infants and Toddlers
3. Socio-emotional Development of Infants and Toddlers
Week 8-9 C. Early Childhood (The Preschooler)
1. Preschoolers’ Physical Development
2. Cognitive Development of the Preschoolers
Semi-final Period 3. Socio-emotional Development of the Preschoolers
D. Middle Childhood (The Primary Schooler
Week 10-11
1. Physical Development of Primary Schoolers
2. Cognitive Development of Primary Schoolers
3. Socio-emotional Development of Primary Schoolers
Week 12-13 E. Late Childhood ( The Intermediate Schooler)
1. Physical Development of the Intermediate Schoolers
2. Cognitive Development of the Intermediate Schoolers
3. Socio-emotional Development of the Intermediate Schoolers
 Week 14 F. Adolescence (The High School Learner)
1. Physical Development of High School Learners
2. Cognitive Development of High School Learners
3. Socio-emotional Development of High School Learners
Final Period
IV. The 14-Learner-Centered Psychological Principles in Relation to the Learner’s Developmental Stage

Week 15 A. Learner-Centered Psychological Principles (LCP)

Week 16 B. Pre-natal Period, Infancy and Toddlerhood
1. Synthesis of the Physical, Cognitive and Socio-emotional Development of Pre-natal Period
2. Synthesis of the Physical, Cognitive and Socio-emotional Development of Toddlers
Week 17 C. Early Childhood
1. Synthesis of the Physical, Cognitive and Socio-emotional Development of Pre-schoolers
D. Middle and Late Childhood
Week 18 1. Synthesis of the Physical, Cognitive and Socio-emotional Development of primary Schoolers
2. Synthesis of the Physical, Cognitive and Socio-emotional Development of Intermediate Schoolers
E. Adolescence
1. Synthesis of the Physical, Cognitive and Socio-emotional Development of High School Learners
Learning Plan
Desired Learning Course Content/ Textbooks/ Teaching and Assessment Resource Time
Outcomes Subject Matter References Learning Activities Task Materials Table
Prelim Period I. Basic Concepts and Acero, Victorina, D., Evelyn S. Book/Virtual Contextualized Self- 15
Issues on Human Javier and Hirminia O. Castro. Searching for Rubric for Learning hours
At the end of the prelim Development Child and Adolescent Information Essay Writing Modules
period, the students Development. Rex Book Store.
should be able to: A. Human Development: Manila, Philippines, 2014.
Meaning, Concepts and
A. define human Approaches Borabo, Heidi Grace, L., et al. Virtual Discussion
development in one’s B. The Stages of Child and Adolescent
own ideas; Development and Development: Looking at Printed/Online Slideshow
Developmental Tasks Learners at Different Life Formative Test Presentation
B. cite the importance of C. Issues on Human Stages. Lolimar Publishing, Inc.
studying the stages of Development Manila, Philippines, 2015. Interactive Forum via
human development; D. Research in Child and Online Platform
Adolescent Dizon, Priscila, B., et al.
C. discuss in their own Development General Psychology: A
views and ideas on Textbook for College Students. Question and Video
how children and II. Developmental Rex Book Store. Manila, Answer via Presentation
adolescent grow; Theories and other Philippines, 2003. Virtual Web
Relevant Theories Reporting Conferencing
D. analyze the different Lucas, Ma. Rita, D., et al. The
researches and A. Freud’s Psychoanalytic Child and Adolescent Learners
theories related to the Theory and Learning Principles.
four broad dimensions B. Piaget’s Stages of Lolimar Publishing, Inc. Manila, Peer Support Printed/
of child and adolescent Cognitive Development Philippines, 2018. E-books
development; and C. Erikson’s Psycho-Social Printed/Online
Theory of Development Silao, Angelyn, et al. Assignment
E. express some insights D. Kohlberg’s Stages of Introduction to Psychology.
regarding how the Moral Development University of Cebu. Cebu,
educative processes E. Vygotsky’s Socio- Philippines, n.d.
should take into Cultural Theory Virtual Symposium Websites
consideration the F. Brofenbrenner’s Woolfolk, Anita and Nancy E. about Child and
various forms of Ecological Theory Perry. Child and Adolescent Adolescent Printed/Online
knowledge about Development, 2nd ed. Pearson. Development Prelim Exam
development. USA, 2014.
Midterm Period III. Development of the Acero, Victorina, D., Evelyn S. Book/Virtual Contextualized Self- 15
Learners at Various Javier and Hirminia O. Castro. Searching for Rubric for Learning hours
At the end of the midterm Stages Child and Adolescent Information Reflection Modules
period, the students Development. Rex Book Store. Paper
should be able to: A. Pre-natal Period Manila, Philippines, 2014.
1. Pre-natal
A. identify the various Development Borabo, Heidi Grace, L., et al.
characteristics of a B. Infancy and Child and Adolescent
person from pre-natal Toddlerhood Development: Looking at Virtual Discussion
to early childhood; 1. Physical Learners at Different Life Printed/Online Slideshow
Development of Stages. Lolimar Publishing, Inc. Formative Test Presentation
B. explain how babies Infants and Toddlers Manila, Philippines, 2015.
and toddlers should be 2. Cognitive
properly cared; Development of Damon, William and Richard M.
Infants and Toddlers Lerner. Child and Adolescent Interactive Forum via
C. discuss the different 3. Socio-emotional Development: An Advanced Online Platform
stages of human Development of Course. John Wiley & Sons, Question and
development; Infants and Toddlers Inc. New Jersey, USA, 2008. Answer via Video
C. Early Childhood (The Web Presentation
D. value and respect the Preschooler) Lucas, Ma. Rita, D., et al. The Conferencing
difficult and complex 1. Preschoolers’ Child and Adolescent Learners Virtual
processes that Physical and Learning Principles. Reporting
students of different Development Lolimar Publishing, Inc. Manila,
ages go through; 2. Cognitive Philippines, 2018.
Development of the
E. observe and reflect on Preschoolers Newman, Barbara, M. and Printed/Online
the applicability of the 3. Socio-emotional Philip R. Newman. Peer Support Assignment Printed/
theories to children and Development of the Development Through Life: A E-books
adolescents; and Preschoolers Psychosocial Approach.
Wadsworth Cengage Learning,
F. write some insights Belmont, USA, 2012.
regarding how teaching
and learning processes Woolfolk, Anita and Nancy E.
should take into Perry. Child and Adolescent Printed/Online
consideration the Development, 2nd ed. Pearson. Reflection Paper Midterm exam Websites
various forms of USA, 2014.
knowledge about child
and adolescent
 development.
Semi-Final Period D. Middle Childhood (The Acero, Victorina, D., Evelyn S. Book/Virtual Contextualized Self- 12
Primary Schooler Javier and Hirminia O. Castro. Searching for Rubric for Learning hours
At the end of the semi- 1. Physical Child and Adolescent Information Scrapbook and Modules
final period, the students Development of Development. Rex Book Store. Reflection
should be able to: Primary Schoolers Manila, Philippines, 2014. Paper
2. Cognitive
A. identify the various Development of Borabo, Heidi Grace, L., et al.
characteristics of a Primary Schoolers Child and Adolescent
person from pre-natal 3. Socio-emotional Development: Looking at Virtual Discussion
to early childhood; Development of Learners at Different Life Slideshow
Primary Schoolers Stages. Lolimar Publishing, Inc. Printed/Online Presentation
B. explain how babies E. Late Childhood (The Manila, Philippines, 2015. Formative Test
and toddlers should be Intermediate Schooler)
properly cared; 1. Physical Damon, William and Richard M.
Development of the Lerner. Child and Adolescent Interactive Forum via
C. discuss the different Intermediate Development: An Advanced Online Platform
stages of human Schoolers Course. John Wiley & Sons,
development; 2. Cognitive Inc. New Jersey, USA, 2008. Question and Video
Development of the Answer via Presentation
D. value and respect the Intermediate Lucas, Ma. Rita, D., et al. The Web
difficult and complex Schoolers Child and Adolescent Learners Virtual Conferencing
processes that 3. Socio-emotional and Learning Principles. Reporting
students of different Development of the Lolimar Publishing, Inc. Manila,
ages go through; Intermediate Philippines, 2018.
Schoolers
E. observe and reflect on F. Adolescence (The High Newman, Barbara, M. and
the applicability of the School Learner) Philip R. Newman. Peer Support Printed/Online Printed/
theories to children and 1. Physical Development Through Life: A Assignment E-books
adolescents; and Development of Psychosocial Approach.
High School Wadsworth Cengage Learning,
F. collect photos of the Learners Belmont, USA, 2012.
various activities done 2. Cognitive
by person in different Development of Woolfolk, Anita and Nancy E.
stages of human High School Perry. Child and Adolescent Scrapbook about Printed/Online
development. Learners Development, 2nd ed. Pearson. Different Activities Semi-final Websites
3. Socio-emotional USA, 2014. Done by Human in exam
Development of Various Stages of
High School Development
 Learners
Final Period IV. The 14-Learner- Aquino, Avelina M. Facilitating Book/Virtual Contextualized Self- 12
Centered Psychological Human Learning, 2nd ed. Rex Searching for Rubric for Learning hours
At the end of the final Principles in Relation to Book Store. Manila, Information Video Modules
period, the students the Learner’s Philippines, 2015. Presentation
should be able to: Developmental Stage
Acero, Victorina, D., Evelyn S.
A. Identify ways on how to A. Learner-Centered Javier and Hirminia O. Castro.
apply the 14 principles Psychological Child and Adolescent
in instruction as a Principles (LCP) Development. Rex Book Store. Virtual Discussion
future teacher; Manila, Philippines, 2014. Printed/Online Slideshow
B. Pre-natal Period, Formative Test Presentation
B. explain the 14 Infancy and Borabo, Heidi Grace, L., et al.
principles; Toddlerhood Child and Adolescent
Development: Looking at
C. advocate the use of 14 C. Early Childhood Learners at Different Life Interactive Forum via
principles in the Stages. Lolimar Publishing, Inc. Online Platform
teaching-learning D. Middle and Late Manila, Philippines, 2015. Question and
process; Childhood Answer via Video
Corpuz, Brenda B. and Maria
Web Presentation
Rita D. Lucas. Facilitating
D. summarize key E. Adolescence Conferencing
Learning: A Metacognitive
features of the Virtual
Process. Lolimar Publishing,
physical, cognitive and Reporting
Inc. Manila, Philippines, 2007.
socio-emotional
development of a Dizon, Priscila, B., et al.
person; General Psychology: A
Textbook for College Students. Printed/Online
E. reflect on the human’s Rex Book Store. Manila, Peer Support Assignment Printed/
overall development; Philippines, 2003. E-books
and
Lucas, Ma. Rita, D., et al. The
F. present activities and Child and Adolescent Learners
strategies that are and Learning Principles. Task:
responsive to the Lolimar Publishing, Inc. Manila,
learner’s linguistic, Philippines, 2018. Child and Printed/Online
cultural, socio- Adolescent Learning Final exam Websites
economic and religious Woolfolk, Anita and Nancy E. Activities
backgrounds. Perry. Child and Adolescent (Video Presentation)
Development, 2nd ed. Pearson.
 USA, 2014.
Suggested Readings and BOOKS:
References
Acero, Victorina, D., Evelyn S. Javier and Hirminia O. Castro. Child and Adolescent Development. Rex Book Store. Manila,
Philippines, 2014.

Aquino, Avelina M. Facilitating Human Learning, 2nd ed. Rex Book Store. Manila, Philippines, 2015.

Borabo, Heidi Grace, L., Brenda B. Corpuz, Ma. Rita D. Lucas and Paz I. Lucido. Child and Adolescent Development: Looking
at Learners at Different Life Stages. Lolimar Publishing, Inc. Manila, Philippines, 2015.

Corpuz, Brenda B. and Maria Rita D. Lucas. Facilitating Learning: A Metacognitive Process. Lolimar Publishing, Inc. Manila,
Philippines, 2007.

Damon, William and Richard M. Lerner. Child and Adolescent Development: An Advanced Course. John Wiley & Sons, Inc.
New Jersey, USA, 2008.

Dizon, Priscila, B., et al. General Psychology: A Textbook for College Students. Rex Book Store. Manila, Philippines, 2003.

Gaerlan, Josefina E., Delia A. Limpingco, Geraldine E. Tria and Juan C. Birion. General Psychology. Ken, Incorporated.
Quezon, Philippines, 1994.

Lucas, Ma. Rita, D., Brenda B. Corpuz, Heidi Grace L. Borabo and Paz I. Lucido. The Child and Adolescent Learners and
Learning Principles. Lolimar Publishing, Inc. Manila, Philippines, 2018.

Newman, Barbara, M. and Philip R. Newman. Development Through Life: A Psychosocial Approach. Wadsworth Cengage
Learning, Belmont, USA, 2012.

Shaffer, David, R. and Katherine Kipp. Developmental Psychology: Childhood and Adolescence, 8 th ed.

Silao, Angelyn, Marissa P. Generale, Noel A. Galido and Michelle P. Trangia. Introduction to Psychology. University of Cebu.
Cebu, Philippines, n.d.

Woolfolk, Anita and Nancy E. Perry. Child and Adolescent Development, 2nd ed. Pearson. USA, 2014.

ONLINE SOURCES:

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Course Requirements Class Attendance

Class Participation
Oral and Written Exams
Reporting
Class Video Presentation
Major Examinations: Prelim, Midterm, Semifinal, and Final

60% - Class Standing:

Grading System 20% - Quizzes / Recitation
40% - Performance
40% - Periodic Exam
100% - Total