PHILIPPINE COLLEGE FOUNDATION

Purok 6, Hagkol, City of Valencia

The School that Trains for Service
SCHOOL OF EDUCATION

OBTL
FOR FLEXIBLE
LEARNING

Educ 1:
CHILD AND ADOLESCENT LEARNERS
AND LEARNING PROCESS
PHILIPPINE COLLEGE FOUNDATION
 VISION
An institution that produces competent professionals with skills, values, and character acceptable to the local
and global community.

MISSION
This educational institution is committed to develop the potentials of students and to discover their skills for
them to give a substantial impact on the varied facets of life and to provide teachers opportunities to
professionally upgrade themselves to cope with the fast-growing learning-teaching styles.

GOALS
1. To offer the programs that are relevant, holistic and compliant with institutional regulatory industry and
accreditation standard that will develop lifelong learners with an assurance of effective supervision.
2. To develop a pool qualified, professional and motivated faculty in the area of instruction, research and
community extension services
3. To provide the students with the best educational environment conducive for their development of their
mental, social and physical powers;
4. To develop students on social awareness responsibility and accountability among stakeholders
anchored on instruction, research and community services.

INSTITUTIONAL OUTCOMES (IO)

The Philippine College Foundation graduate is
IO1 S Service-oriented (Focused on giving selfless service to the community.)
IO2 E Enabler (Making things possible with confidence and joy.)
IO3 R Respectful (Lived to respect people regardless of status, ethnicity, race, religion and
gender.)
IO4 V Value-driven (Always doing what is right and good in the sight of God and of man.)
IO5 I Innovative (Seeks to be more creative and resourceful in all aspect of life.)
IO6 C Capable (Knowledge, skills and values ready for service.)
IO7 E Enthusiastic (Giving service with full of energy and confidence.)

SCHOOL OUTCOMES (SO)

The Philippine College Foundation School of Education graduate is
SO1 G Goal-oriented (Focused on the goal and is committed to do what is noble.)
SO2 R Renovator in performing duties and responsibilities in the workplace (competent,
effective and efficient).
SO3 O Optimistic in handling situations (confident, considerate, positive, cheerful).
SO4 W Willful in all aspects of life (determined, firm, gritty).

PCF SOE PROGRAM OBJECTIVES

The School of Education envisions that teaching education is the way to prepare and to train teachers of
unquestionable integrity and competence with a high sense of commitment to their continuing growth to help
the students grow as responsible individual and willingness to serve the country.
Institutional Outcomes School
CHED PROGRAM OUTCOMES (CO) Outcomes
1 2 3 4 5 6 7 1 2 3 4
Demonstrate in-depth understanding of the development of / / / / / / / / / / /
elementary learners.
Manifest meaningful comprehensive pedagogical content / / / / / / / / / / /
knowledge (PCK) of the different subject areas.
Utilize appropriate assessment and evaluation tools to measure / / / / / / / / / / /
learning outcomes.
Manifest skills in communication, higher order thinking, and use of / / / / / / / / / / /
tools and technology to accelerate learning and teaching.
Demonstrate positive attributes of a model teacher, both as an / / / / / / / / / / /
individual and as a professional.
Manifest a desire to continuously pursue personal and / / / / / / / / / / /
professional development.

COURSE INFORMATION
 Course Title Child and Adolescent Learners and Learning Process
Course Code Educ 1 Course Category Major
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 of the learners and shall include appropriate
pedagogical principles applicable for each developmental level.
Prerequisite(s) NONE
Term/Semester Offered 1st Credit Units 3
Course Schedule TTh 10:30-12:00 Credit Hours 3
FACULTY INFORMATION
Faculty Name Contact Number
Consultation Hours Email Address
Course Learning Outcomes: Upon completion of the course, the student must have:
LO1. Demonstrate an understanding of research-based knowledge in child and adolescent development and
principles of teaching and learning.
LO2. Articulate the rootedness of education in psychological contexts.
LO3. Demonstrate understanding of supportive learning environments that nurture and inspire learners at
each developmental level.
LO4. Demonstrate knowledge and understanding of differentiated teaching to suit the learner’s gender,
needs, strengths, interests and experiences.
LO5. Apply pedagogies of learning and teaching appropriate for each developmental level.
LO6. Choose activities and strategies that are responsive to the learner’s linguistic, cultural, socio-economic
and religious backgrounds.

COURSE PLAN
Allotted Topic Learning Outcomes Teaching/ Performance
Time Learning Indicators/
Activities Assessment Tools
1 Orientation: a. Be oriented with the school’s AS 1 AT 2
PCF Emblem, Subject, and VGMO, the content of the AS 4
1.5 Class Acquaintance subject and the learning AS 8
Hours outcomes expected of them
this semester.
I. Learner-Centered a. Explain the 14 learner- AS 1 AT 1
Weeks Psychological Principles centered principles
2-4 (LCP) b. Advocate for the use of the
14 principles in the teaching- AS 2 AT 2
learning process
c. Identify ways on how to
apply the 14 principles in AS 3 AT 4
Hours instruction as a future teacher.
9
II. Basic Concepts and d. Define human development AS 4 AT 7
Issues on Human in your own words.
Development e. Distinguish between the
*Human Development: traditional and life-span AS 5 AT 8
Meaning Concepts and approach of development
Approaches f. Take a research-based
*The Stages of position on issues on human AS 7
Development and development
Developmental Tasks g. Define developmental tasks
*Issues on Human in your own words AS 8
Development h. Describe the developmental
*Research in Child and tasks in each development
Adolescent Development stage
i. Come up with research
abstracts/summaries of
researches on developmental
tasks.
j. Take a research-based
position on the three issues on
development.
k. Explain the basic principles
of research
l. Demonstrate appreciation of
the role of teachers as

III. Developmental
Theories and other
Relevant Theories
*Freud’s Psychoanalytic
Theory
*Piaget’s Stages of
Cognitive Development
*Erikson’s Psycho-Social
Theory of Development
*Kohlberg’s Stages of
Moral Development
*Vygotsky’s Socio-Cultural
Theory
*Bronfenbrenner’s
Ecological Theory
1.5 Hrs
IV. Pre-natal Development
Weeks *Synthesis of the Physical,
6-8 Cognitive and Socio-
emotional Development on
Pre-natal Period
Hours
9 d. Apply pedagogical principles
V. Infancy and
Toddlerhood
*Physical Development of
Infants and Toddlers
*Cognitive Development of
Infants and Toddlers
*Socio-emotional
Development of Infants and
Toddlers
*Synthesis of the Physical,
Cognitive and Socio-
emotional Development of
Toddlers
VI. Early Childhood
*Preschooler’s Physical
Development
*Cognitive Development of
the Preschoolers
*Socio-emotional
Development of Preschooler
*Synthesis of the Physical,
Cognitive and Socio-
emotional Development of
Preschoolers
VII. Middle Childhood
*Physical Development of
Primary Pupil
*Cognitive Development of
Primary Schoolers
*Socio-emotional
consumers and producers of
developmental research
m. Explain each developmental
theory
n. Draw principles of teaching
and learning from
developmental theories.
Prelim Examination
a. Trace the course of prenatal AS 1 AT 1
development.
b. Explain the most common
hazards to prenatal AS 2 AT 2
development
c. Become more appreciative
of the gift of life as manifested AS 3 AT 4
in an anti-abortion stand
in the development process AS 4 AT 7
during prenatal period.
e. Trace the physical, cognitive AS 5 AT 8
and socio-emotional
development of infants and
toddlers AS 6
f. Identify factors that enhance/
impede the physical, cognitive
and socio-emotional AS 7
development of infants and
toddlers
g. Present your own or others’ AS 8
research on the physical,
cognitive and socio-emotional
development of infants and
toddlers.
h. Describe the physical
development of preschoolers.
i. Identify the physical skills that
Filipino preschoolers can do.
j. Identify factors that enhance/
impede the physical
development of preschoolers
k. Describe the cognitive
development that takes place
among preschoolers
l. Apply concepts on
preschoolers’ cognitive
development in preschool
teaching and in child care
m. Explain Erikson’s “crisis” of
early childhood, initiative
versus guilt
n. Describe how significant
relationships with parents,
siblings, peers affect the
preschooler.
 Development of Primary
Schoolers
*Synthesis of the Physical,
Cognitive and Socio-
emotional Development of
Primary Schoolers
1.5 Hrs
VIII. Late Childhood (The
Weeks Intermediate Schooler)
10-12 *Physical Development of
Intermediate Schoolers
*Cognitive Development of
Intermediate Schoolers
*Socio-emotional
Hours Development of
9 Intermediate Schoolers
*Synthesis of the Physical,
Cognitive and Socio-
emotional Development of
Intermediate Schoolers
IX. Adolescence (The High
School Learner)
*Physical Development of
High School Learners
*Cognitive Development of
High School Learners
*Socio-emotional
Development of High School
Learners
*Synthesis of the Physical,
Cognitive and Socio-
emotional Development of
High School Learners
1.5 Hrs
X. Revisiting the 14-
Weeks Learner-Centered
14-16 Psychological Principles
in Relation to the
Learner’s Developmental
Stage
Hours *Synthesis of the Physical,
9 Cognitive and Socio-
emotional Development of
Pre-natal, Toddlers,
Preschoolers, Primary
Schoolers, Intermediate
Schoolers and High School
Learners
1.5 Hrs
ACTIVITIES/STRATEGIES (AS)
o. Describe the physical,
cognitive and socio-emotional
development of primary school
pupils
p. State cognitive milestones of
primary school children
q. Identify factors that enhance/
impede the physical, cognitive
and socio-emotional
development of primary school
children
Midterm Examination
a. Identify the different AS 1 AT 1
physical, cognitive and socio-
emotional characteristics of
intermediate schoolers. AS 2 AT 2
b. Discuss ways and practices
which will aid children in
successfully developing AS 3 AT 4
physically, cognitive and socio-
emotionally.
c. Design a simple exercise AS 4 AT 7
program appropriate for
intermediate school children.
AS 5 AT 8
AS 6
d. Describe the physical and AS 7
sexual changes accompanying
puberty.
e. Identify the psychological AS 8
consequences of early and late
physical maturation in
adolescence.
f. Identify factors that
enhance/impede the socio-
emotional development of
adolescents
g. Identify causes of possible
habit disorders and ways of
coping with them
h. Present abstract of recent
research related to the physical
development of adolescent.
Semi Final Examination
a. Draw implications of these AS 1 AT 2
physical, cognitive and socio-
emotional development AS 2 AT 3
concepts to pre-natal, toddlers,
preschoolers, primary school AS 3 AT 4
teaching, intermediate
schoolers and high school AS 6 AT 6
learners.
AS 7 AT 7
AS 8 AT 8
Final Examination
 CODE ACTIVITIES/STRATEGIES CODE ACTIVITIES/STRATEGIES
AS 1 Discussion AS 5 Group Research
AS 2 Visualization AS 6 Oral Questioning/ Reporting
AS 3 Cooperative Learning AS 7 Task-Based Instruction
AS 4 Inquiry-Based Instruction AS 8 Reflection
ASSESSMENT TOOLS (AT)
AT 1 Academic Homework AT 5 Exam
AT 2 Reflective Papers AT 6 Project
AT 3 Portfolio AT 7 Oral Defense
AT 4 Quiz AT 8 Written Reports
GRADING SYSTEM
Grade Composition Grade Transmutation
Report of Assignments/Group Activities/Presentations 15 1.0 97-100
Long Quizzes 35 1.25 94-96
Midterm Exam 50 1.50 91-93
Midterm Grade 100% 1.75 88-90
Report of Assignments/Group Activities/Presentations 15 2.0 85-87
Long Quizzes 35 2.25 82-84
Final Exam 50 2.50 79-81
Final-term Grade 100% 2.75 76-78
40% of Midterm Grade + 60% of Final term Grade = FINAL 100% 3.0 75
GRADE
COURSE POLICY
Class Attendance
Residential Class
 Punctuality – Student are expected to come on or before the class schedule and leave the
class on time.
 Cleanliness and Orderliness- Students are expected to maintain the cleanliness and
orderliness of the classroom. For Student Safety, loitering is prohibited.
 Observed Social Distancing, and wear a mask during classes.
 Class Preparation- Make sure to bring the printed materials to lessen physical movement
inside and outside the classroom.

Online Class:
Class Preparation- Student are advised to read an advance the online materials and are
expected to prepare online resources 15 minutes before the synchronous class if applicable.

Residential/Online, Offline Classes

Class participation-All students are encouraged to actively participate in class discussion and/ or
activities.

Classroom / Online Class Behavior and civility – Appropriate behavior and respect to instructors
and to others are highly encouraged.

Academic Integrity
In this class, ACADEMIC DISHONESTY WILL RESULT IN A FAILING GRADE.
Academic dishonesty includes:
a. Copying from your classmates in quizzes, assignments, and examinations.
b. Allowing your classmates to copy from your quizzes, assignments, and examinations
c. Forgery of signatures.
d. Falsification or misinterpretation or misuse of copyrighted materials.
e. Cut and paste of articles and submitting them as one’s own. THIS IS PLAGIARISM.

School Uniform
A student not wearing the prescribed uniform will not be permitted to attend the class and will be marked “absent”.
S/he will only be allowed after securing a letter of excuse from the DSA Office.

Cellphones
Cellphones are disturbing. Turn it off or put it on a silent mode. Do not use your cellphones unless it is
emergency. Once caught, your cellphone will be confiscated and will only be returned during the last period in the
afternoon. During examination, cellphones must be surrendered to the instructor/proctor and will be given back after the
exam.

Strategy/Motivation
a. You need to study before coming to class.
b. Participation in the class is highly encouraged. This is graded.
c. If you don’t understand the topic or lecture, ask or see the instructor after the class period at the office during
free time.
 d. Respect and courtesy is expected at all time.

Removal Examination
No removal exam will be given so study hard and do your best this semester.

Special Examination
Special exams will be given after the exam schedule and will only be permitted with valid reasons. Student/s who
will take the special exam will pay Php50 for the special exam payment.

REFERENCES
Book Reference/s:
BR 1 Corpuz, B. et al., 2018, The Child and Adolescent Learners and Learning Principles,
Lorimar Publishing Inc. ISBN 978-621-8035-48-5
BR 2
Website Reference/s:
WR 1
WR 2

COMMITTEE MEMBERS
Edwin P. Gurrea
Nida P. Tulog
Lowelyn Emnace
Rodolfo Velasco

APPROVAL SHEET
Prepared by: Reviewed by:

______________________________ PHILIP BRYAN JAKE A. TANA, LPT, MACED

Instructor Professional Education Head
Reviewed and Approved by:

PHILIP BRYAN JAKE A. TANA, LPT, MACED CHARMAINE P. PAGONZAGA, RMT, EdD
SOE Program Head School President