Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)
Course The Child and Adolescent Learners & Learning Principles
Sem/AY First Semester/2020-2021
Module No. 4
Lesson Title Infancy and Toddlerhood
Week
1
Duration
Date January 4-8, 2021
This lesson will discuss the physical, cognitive and socio-emotional development of infants and
Description toddlers. The lesson also provided activities and exercises that will help the students know the
of the Lesson physical, cognitive and socio-emotional development has gone through by the infants and
toddlers.

Learning Outcomes

Intended Students should be able to meet the following intended learning outcomes:
Learning • Explain the physical, cognitive and socio-emotional development that has gone through
Outcomes as infants and toddlers.
• Analyze the importance of these development to become a better learner.
Targets/ At the end of the lesson, students should be able to:
Objectives • Explain how human body develops from infancy through the toddler years.
• Trace the cognitive and socio-emotional development of infants and toddlers.
• State the implications of research finding on infants’ and toddlers’ socio-emotional
development to parenting and child care

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet

(Synchronous/ You will be directed to attend in a One-Hour class discussion on Infancy and
Asynchronous) Toddlerhood. To have access to the Online Discussion, refer to this link:
____________________.
The online discussion will happen on __________________________________ at
_______________________________.
(For further instructions, refer to your Google Classroom and see the schedule
of activities for this module)
B. Learning Guide Questions:
• What are the physical, cognitive and socio-emotional development of
infants and toddlers?
• How these developments affect students’ learning?
Note: The insight that you will post on online discussion forum using Learning
Management System (LMS) will receive additional scores in class participation.

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Lecture Guide
A. Physical Development of Infants and Toddlers
Height and Weight
• It’s normal for new born babies to drop 5 to 10 percent of their body weight
within a couple of weeks of birth. That is due to baby’s adjustment to neonatal
feeding.
• Breastfeed babies are typically heavier than bottle-fed babies through the first
six months. After six months, breastfed babies usually weigh less than bottle-
fed babies.
• In general, the infant’s length increases by about 30 percent in the first five
months.
• A baby’s weight usually triples during the first year but slows down in the
second of life.
• Low percentages are not a cause for alarm as long as infants progress along a
natural curve of steady development.

Brain Development
Among the most dramatic changes in the brain in the first two years of life is the
spreading connection of dendrites to each other.

Myelination, the process by which the axons are covered and insulated by layers of fat
Offline Activities cells, begins prenatally and continues after birth. The process of myelination increases
the speed at which information travels through the nervous system.
(e-Learning/Self-
Paced) Motor Development

Reflexes
• The new born has some basic reflexes which are automatic and serve
as survival mechanism before they have the opportunity to learn.
• Sucking Reflex: initiated when something touches the roof of an
infant’s mouth. Infants have a strong sucking reflex which helps to
ensure they can latch unto a bottle or breast.
• Rooting Reflex: it is most evident when an infant’s cheek is stroked.
The baby responds by turning his or her head in the direction of the
touch sand opening their mouth for feeding.
• Gripping Reflex: Babies will grasp anything that is placed in their palm.
The strength of this grip is strong, and most babies can support their
entire weight in their grip.
• Curling Reflex: When the inner sole of the baby’s foot is stroked, the
infant respond by curling his or her toes. When the outer sole of the
baby’s foot is stroked, the infant will respond by spreading out their
toes.
• Startle/Moro Reflex: Infants will respond or movements by throwing
their arms and legs out, and throwing her heads back.
• Galant Reflex: Shown when an infant’s middle or lower back is stroked
next to the spinal cord. The baby will respond by curving his or her
body toward the side which is being stroked.

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Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
• Tonic Neck Reflex: demonstrated in infants who are placed on their
abdomens. Whichever side the child’s head is facing, the limbs on that
side will straighten, while the opposite limbs will curl.

Gross Motor Skills

Dramatic changes in the infant’s first year of life. This motor development is
shown in babies unable to even lift their heads to being able to grab things off the
cabinet, to chase the ball and to walk away from parent. Gross motor skills involve the
larger muscles in the arms, legs and torso.

Why are motor skills important?

Motor skills are used everyday throughout our lives. They help us move and do
everything from lifting heavy items to typing on a keyboard. Motor skills and motor
control begin developing after birth, and will progress as children grow.

Having good motor control also helps children explore the world around them, which
can help with many other areas of development.
Motor skills are broken up into two categories: gross motor skills and fine motor
skills. Mastering both is important for children’s growth and independence.
Gross motor skills are movements related to large muscles such as legs, arms, and
trunk.

Gross Motor Skills

• Randomly move arms and legs.
• Put hands near eyes and touch mouth.
• Be able to lift his/her head up when on stomach.
• Be able to put weight on arms when on stomach.
• Move head from side to side while lying on back.
• Hold head steady when held in sitting position.
• Sit with little support at the waist.
Gross motor activities of infants and toddlers include walking, running, throwing,
lifting, kicking, and these skills also relate to body awareness, reaction speed, balance
and strength. These are general guidelines for gross motor development for children
ages 0 to 5 years.

INFANT DEVELOPMENTAL MILESTONES

Fine Motor Skills

“Fine motor” refers to the movements we make with the small muscles of the
hands. Children start to use their hands right at birth to explore their own bodies and
the world around them. Their fine motor skills develop as their whole body starts to
move and become more stable. They also learn to do more things with their hands as
their cognitive and social/emotional skills improve.

Below are some of the typical developmental milestones for fine motor
skills. Between the ages of 0-4 months, your baby will:

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Laguna State Polytechnic University
Province of Laguna
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Level I Institutionally Accredited
• Turn her head toward sounds and voices
• Stare at bright objects and follow them with his eyes
• Move her arms together and apart
• Bring his hands to his mouth, and possibly suck on his own hands or fingers
• By 4 months, lift his head and shoulders off the floor when laying on his
tummy
Between the ages of 4-8 months, your baby will:
• Grab onto objects within her reach
• Roll over to explore and get to objects
• Prop himself up on his arms when laying on his tummy
• Sit independently for brief periods
• Pass objects from one hand to the other hand
Between the ages of 8-12 months, your baby will:
• Reach, grab, and put objects in her mouth
• Pinch small objects with thumb and pointer finger
• Move objects from one hand to the other
• Drop and pick up toys
• Bang two objects together
• Let go of objects on purpose
• Put things into containers (with large openings) and take them out again
• Bite and chew toys
• Hold a spoon (but not yet feed herself)
• Hold his own bottle
• Hold out an arm or leg to help with dressing
• Wave hello or goodbye
Sensory and Perceptual Development
The new born senses the world into which he/she is born through his sense of
vision, hearing, touch, taste and smell. As he/she advance physically his sensory and
perceptual abilities also develop.

What are some of the research findings regarding newborn’s visual perceptions?
Can newborns see?
• The newborns’ vision is about 10 to 30 times lower than normal adult vision.
By 6 months of age, vision becomes better and by the first birthday, the infant’s
vision approximates that of an adult.
• Infants look at different things for different lengths of time. In an experiment
conducted by Robert Fantz, it was found out that infants preferred to look at
patterns such as faces, and concentric circles rather than at color or brightness.
Based on these results, it is likely that “pattern perception has an innate basis”
among the first few things that babies learn to recognize is there is their
mother’s face, as mother feeds and nurses them.
Some visual abilities of newborns
• They are very sensitive to changes in light intensity as reflected by the
pupillary reflex
• They can see items most clearly at a distance of about 25 cm (9 or 10 inches)
from their eyes
• They can track moving objects, although not smoothly

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Laguna State Polytechnic University
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• They can accommodate (focus) the lenses of their eyes well.
• They cannot coordinate movements of the two eyes
• They cannot perceive objects clearly, that is, they have poor visual acuity
Some basic infant visual biases, or preferences
All other things being equal, infants prefer to look at:
• Moving stimuli
• Complex stimuli
• Stimulus with areas of high contrast
• Vertically symmetrical stimuli
• Curvilinear stimuli
• Face-like stimuli
• Stimuli with moderate degree of novelty
• Attractive faces versus less attractiveness faces
Can newborns hear?
• The sense of hearing of an infant develops much before the birth of the baby.
When in the womb, the baby hears her mother’s heartbeats, the grumbling of
her stomach, the mother’s voice and music. How soothing it must have been
for you to listen to your mother’s lullaby.
• Infants’ sensory thresholds are somewhat higher than those of adult which
means that stimulus must be louder to be heard by a newborn than by an
adult.
Can newborns differentiate colors?
• In an experiment conducted by MacFarlane (1975)”young infants who were
breastfed showed a clear preference for smelling their mother’s breast pad
when they were 6 days old. This preference did not show when the babies
were only two days old. This shows that it requires several days of experience
to recognize their mothers’ breast pad odor.
Can newborns feel pain? Do they respond to touch?
• The do feel pain. Newborn males show a higher level of cortisol after a
circumcision than prior to the surgery.
• Baby’s respond to touch. In the motor development, you learn that a newborn
automatically sucks an object placed in his mouth, or a touch of the cheek
makes the newborn turn his head toward the side that was touched in an
apparent effort to find something to suck.
Can newborns distinguish the different tastes?
• In a study conducted with babies only two hour old, babies made different
facial expressions when they tasted sweet, sour and bitter solutions.
• When saccharin was added to the amniotic fluid of a near-term fetus, increased
swallowing was observed.
• This indicates that sensitivity to taste might be present before birth.
Do infants relate information through several senses? In short, are infants
capable of intermodal perception?
• Intermodal perception is the ability to relate, connect and integrate
information about two or more sensory modalities such as vision and hearing.
• In a study conducted by Spelke and Owsley (1979), it was found out that as
early as at 3 ½ months old, infants looked more at their mother when they
also heard her voice and longer at their father when also heard his voice.

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• This capacity for intermodal perception or ability to connect information
coming through various modes gets sharpened considerably through
experience.

B. Cognitive Development of Infants and Toddlers

Cognitive development in infancy refers to development in the way a baby

thinks. This includes his/her language, communication and exploration skills.
Examples: paying attention, remembering learning to talk, interacting with toys and
identifying faces.

Four Stages of cognitive development according to Piaget – the sensorimotor, the

preoperational, concrete operational and the formal operational stage.

Sensorimotor stage
The sensorimotor stage is the first stage of the four stages of cognitive
development. In this stage, infants construct an understanding of the world by
coordinating sensory experiences with physical, motoric actions. Infants gain
knowledge of the world from the physical actions they perform on it.
By the end of the sensorimotor period, objects are both separate from the self
and permanent.
• An analysis of the 6 sub stages of the sensorimotor stage of Piaget’s cognitive
development shows that development begins from reflexive behaviors to more
refined and more coordinated activities. Cognitive development of infants
evolves in orientation from becoming focused on themselves to becoming
object or world-oriented, from one that is action-based to one that is mentally-
based, from one that does not involve in coordination of schemes from one
involving intentionality, novelty and curiousity and from a thinking that is
purely sensorimotor in a symbolic one.
• Piaget substages are termed cicular because the adaptive behavior to the
world involved repeated actions.Cicular areactions are attempt to repeat an
event that the likes. Circular reactions serve as the building blocks for the
intelligence.
• Primary circular reactions are oriented toward the infant’s own body, whereas
secondary circular reactions are aimed toward the environment including
others.
• Secondary circular reactions are repetitive actions that involve recreating
events which 4-10 month old babies observe outside of their own bodies, such
as making their mobile crib shake by kicking their legs.
• A tertiary circular reaction, seen from approximately 10-18 months, is when a
baby does things over and over again, just a little differently each time.
• From dropping the spoon many times in many different ways, a baby discovers
a pattern “objects fall down---not up”. They create the patterns with their
repetitive actions and then evaluate them.
• Acquiring the sense of object permanence is one of the infant’s most important
accomplishment.

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Object permanence is the understanding that objects continue to exist even when
they cannot be seen, heard or touched. Before the infant’s acquisition of the sense of
object permanence, the principles that applies is “ out of sight, out of mind”.

Learning and Remembering

Do infants learn and remember?
Yes! Pavlov’s classical conditioning and Skinner’s operant conditioning have been
proven to apply to infants.
All of us experience infantile amnesia, the inability to recall events that
happened when we were very young. We can remember little or nothing that has
happened to us before the age of about 5 years, and it is extremely rare for someone to
recall many memories before age 3 years.

Language Development

From day 1 infant appear to be programmed to tune in to their linguistic

environment with the specific goal of acquiring language. Infants clearly have
remarkably acute language learning abilities even from an early age.
Within the first years of life, we humans seem to progress through the following
stages in producing language.
1. Cooing, this comprises largely vowel sounds.
2. Babbling, this comprises consonants as well as vowel sounds.
3. One word utterances, these utterances are limited in both the vowels and the
consonants they utilize.
4. Two word utterances and telegraphic speech
5. Basic adult sentence structure with continuing vocabulary acquisition.
The infants utter his first word- followed by one or two more and soon
after, yet a few more. The infant uses these one word utterances termed
holophrases to convey intentions, desires and demands. Usually the words
are nouns describing familiar objects that the child observes or wants (e.g.
Mama, Dada).
By age 18 months of age, children typically have vocabularies of 3 to 100
words. Because the young child’s vocabulary is very limited, the child over
extends the meaning of words in his lexicon to cover things and ideas for
which the new word is lacking.
For ex. The general term of any kind of four-legged animal may be “doggie”
Gradually, between 1.5 to 2.5 years of age, children start combining single
words to produce two-word utterances. These two-word or three-word
utterances with rudimentary syntax but with articles and prepositions missing
are referred to as telegraphic speech.
Vocabulary expands rapidly, more than tripling from about 300 words at
about 2 years of age to about 1,000 at about 3 years of age.
At about 4 years, children acquire the foundations of adult syntax and
language structure. It is clear that no toddler bossoms all of a sudden into one
capable of telegraphic speech. As the five stages show, the acquisition of
language comes in stages beginning with cooing, the babbling with one word
utterances, to two or three word utterances or even more but without articles
and prepositions thus called telegraphic speech.

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Some important milestones in infant cognitive development

Socio-emotional Development

Socio-emotional development has something to do with the development of a

person’s ability to master one’s emotion and the ability to relate to others. It
necessarily includes temperament, attachments and social skills.

Elements that have something to do with the wholesome socio-emotional

development of children.

Attachment
• For healthy emotional development, the infants need to establish an enduring
emotional bond characterized by a tendency to seek and maintain closeness to
a specific figure, particularly during stressful situation.
• According to Dr. John Bowly, the father of attachment theory, the beginnings of
attachment occur within the first 6 months of a baby’s life with a variety of
built in signals that baby uses to keep her caregiver engaged. The baby cries,
gazes into her mother’s eyes, smile, etc and in the next few months, the baby
develops in the degree of attachment to her parents. She smiles more freely at
them than at any stranger whom she seldom sees.
• The key to a good start in the social development of the baby is a lot of
responsive interaction with the baby. Babies thrive on social interaction when
it is in response to their social bids.

Temperament
Another factor related to the infant’s socio-emotional development is
temperament. It is a word that “captures the ways that people differ, even at birth, in
such things as their emotional reactions, activity level, attention span, persistence and
ability to regulate their emotions.

Nine different temperament categories

• Activity level. Some babies are placid or inactive, other babies thrash about a
lot and as toddlers, are always on the move. At this stage, they must be
watched carefully.
• The mood. Some babies are very smiley and cheerful. Although securely attach
emotionally to their teachers others have a low-key mood and look more
solemn or unhappy.
• Child’s threshold for distress. Some babies are very sensitive. They become
upset very easily when stressed. Other babies can be more comfortably wait
when they need a feeding or some attention.
• The rhythmicity of children. Some babies det hungry or sleepy on a fairly
regular and predictable basis. Other babies sleep at varying times, urinate or
have bowel movements at unpredictable times, and get hungry at different
times.
• The intensity of response in each baby. When a baby’s threshold for distress
has been reached, some babies act restless. Others act cranky or fret just a
little. Still others cry with terrific intensity or howl with despair when they are

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stressed. They shriek with delight and respond with high energy when
reacting to happy or challenging situations.
• Approach to new situations. Some infants are very cautious, they are wary and
fearful of new teachers, being place in a different crib, or being taken to visit a
new setting. Other infants approach new persons, new activities or new play
possibilities with zest and enjoyment.
• Distraction. Some children can concentrate on a toy regardless of surrounding
bustle or noise in a room but others are easily distracted.
• Adaptability of each child. Some children react to strange or difficult situations
with distress, but recover fairly rapidly. Others adjust to new situations with
difficulty or after a very long period.
• Child’s attention span. Some children have a long attention span. They
continue with an activity for a fairly long time but other flit from one activity to
another.
3 basic types
1. The easy child easily readily establishes regular routine, is generally
cheerful and adapts readily to new experiences.
2. The difficult child is irregular in daily routines, is slow to accept new
experiences and tends to react negatively and intensely to new things
3. Slow-to warm-up child shows mild low-key reactions to environmental
changes, is negative in mood and adjusts slowly to new experiences.

The Emergence of the Moral Self

• A sense of morality presupposes awareness of the existence of moral
standards and the ability to evaluate oneself against standards. Once children
can recognize themselves as entities, they become capable of self-evaluation
and self-description against a set of standards.
• Children who aren’t capable of self-evaluation and self-description don’t have
the capacity to experience a sense of shame and remorse. Moral behavior
cannot occur when children do not recognize themselves as social being.
Whose behavior can be evaluated against some standard.
• It is not surprising why some babies show their parents they have done
something wrong sometimes even with laughter or at other times with no
particular emotion. It is simply because they are not yet able to hold a
standard in mind and evaluate situations in terms of these standards.

The Development of Emotions

Here are the milestones of the baby and the toddler’s emotional
development and social development.

a. Early infancy (birth-6 months)

It is not clear whether infants actually experience emotions, or if adult facial
expressions as the standard, simple superimpose their own understanding of
the meaning of infant facial expressions.
• Between 6 and 10 weeks, a social smile emerges, usually accompanied by
other pleasure-indicative actions and sounds, including cooing and mouthing.
This social smile occurs in response to adult smiles and interactions.
b. Later infancy months (7-12)

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During the last half of the first year, infants begin expressing fear, disgust and
anger because of the maturation of cognitive abilities. Anger often expressed
by crying, is a frequent emotion expressed by infants. Although some infants
respond to distressing events with sadness, anger is more common.
• Fear also emerges during this stage as children become able to compare an
unfamiliar event with what they know. Unfamiliar situations or objects often
elicit fear responses in infants. One of the most common is the presence of an
adult stranger, a fear that begins to appear at about seven months. A second
fear of this stage is called separation anxiety. Infants may cry in fear if the
mother or caregiver leaves them into unfamiliar place.
Socialization of emotion begins in infancy. It is thought that the process is
significant in the infant’s acquisition of cultural and social codes for emotional
display, teaching them how to express their emotions and the degree of
acceptability associated with different types of emotional behaviors.
Another process that emerges during this stage is social referencing.
Infants begin to recognize the emotions of others, and use this information
when reacting to novel situations and people.

Toddlerhood years

During the second year, infants express emotions of shame and

embarrassment and pride. These emotions mature in all children and adults
contribute to their development.

Emotional understanding

During this stage of development, toddlers acquire language and are

learning to verbally express their feelings. This ability, rudimentary as it is
during early toddlerhood, is the first step in the development of emotional self-
regulation skills.

In infancy, children largely rely on adults to help them regulate their

emotional states. If they are uncomfortable they may be able to communicate
this state by crying, but have little hope of alleviating the discomfort on their
own.

In toddlerhood, children begin to develop skills to regulate their emotions

with the emergence of language providing an important tool to assist in their
process. Being able to articulate an emotional state in itself has a regulatory
effect in that it enables children to communicate their feelings to a person
capable of helping them manage their emotional state. Speech also enables
children to self-regulate, using soothing language to talk themselves through
difficult situations.

Erickson’s Psychosocial Theory

The first two stages of person’s psychosocial development apply at the

periods of infancy and toddlerhood:

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Hope: Trust vs. Mistrust (Infants 0-1 year)

• Psychosocial Crisis: Trust vs. Mistrust
• Virtue: Hope

The first stage of Erick Erickson’s centers around the infant’s basic needs
being met by the parents. The infant depends on the parents especially the
mother, for food, sustenance and comfort. The child’s relative understanding of
world and society come from the parents and their interaction with the child.
If the parents exposed the child to warmth, regularity and dependable
affection, the infant’s view of the world will be one of trust.
Should the parents fail to provide a secure environment and to meet the
child’s basic need a sense of mistrust will result. According to Erick Erickson,
the major development task in infancy is to learn whether or not other people,
especially primary caregivers, regularly satisfy basic needs. If caregivers are
consistent sources of food, comfort and affection, an infant learns trust- that
others are dependable and reliable. If they are neglectful, or even abusive, the
infants instead learn mistrust- that the world is in an undependable,
unpredictable and possibly dangerous place.

Will: Autonomy vs Shame and Doubt (Toddlers 2-3 years)

• Psychosocial Crisis: Autonomy vs. Shame and Doubt
Main question: Can I do things myself or must I always rely on others.
• Virtue: Will

As the child gains control over eliminative functions and motor

abilities, they begin to explore their surroundings. The parents still provide the
strong base of security from which the child can venture out to assert their
will. The parents’ patience and encouragement help foster autonomy in the
child. Highly restrictive parents are more likely to instill the child with a sense
of doubt and reluctance to attempt new challenges. As they gain increased
muscular coordination and mobility, toddlers became capable of satisfying
some of their own needs. They begin to feed themselves, wash and dress
themselves and use the bathroom.
If caregivers encourage self-sufficient behavior, toddlers develop a sense
of autonomy- a sense of being able to handle many problems on their own.
But if caregivers demand too much too soon, refuse to let children
perform tasks of which they are capable, or ridicule early attempts at self-
sufficiency; children may develop shame and doubt about their ability to
handle problems.

Engaging Activities

GENERAL DIRECTIONS. Answer the following guide questions.

A. Guide Questions
1. Having learned the physical development of infants and toddlers, as a future parent
or as caregiver of children, reflect on:

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• What you should do more often for infants and toddlers?
______________________________________________________________________________________
___________________________________________________________________________________________________
__________________________________

• What you should refrain from doing to facilitate their growth and development?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________
2.What struck you most in the cognitive development of infants and toddlers?
Remember cognitive development includes development of memory and acquisition of
languages. Write your reflection.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_____________________________________________

B. Read Nolte’s poem then answer the following questions:

1. Do you agree with D. Nolte’s poem?
2. Which line of the poem is most meaningful to you? Explain.

Children Learn What They Live

If a child lives with criticism, he learns to condemn...

If a child lives with hostility, he learns to fight...
If a child lives with fear, he learns to be apprehensive...
If a child lives with pity, he learns to feel sorry for himself...
If a child lives with ridicule, he learns to be shy...
If a child lives with jealousy, he learns to feel guilt...
But...
If a child lives with tolerance, he learns to be patient...
If a child lives with encouragement, he learns to be confident...
If a child lives with praise, he learns to be appreciative...
If a child lives with acceptance, he learns to love...
If a child lives with honesty, he learns what truth is...
If a child lives with fairness, he learns justice...
If a child lives with security, he learns to have faith in himself and those about him...
If a child lives with friendliness, he learns the world is nice place in which to live.
With what is your child living?

Analysis
1. Based on Nolte’s poem, which plays a very important role in the socio-
emotional development of children?
2. From what kind of home environment do children who are well adjusted most
probably come? What about maladjusted children?

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3. State in a sentence what the poem is saying about a child’s socio-emotional
development.

Learning Resources

References
• LSPU Student’s Handbook
• Acero, V. (2006). Human Growth, Development and Learning. Sampaloc, Manila: Rex
Bookstore.
• Anonat, R. (2014). Child and Adolescent Development. Mandaluyong City: Books Atbp.
Publishing Corp.
• Aquino, A.M. (2009). Facilitating Human learning. Sampaloc, Manila: Rex Bookstore
• Bjorklund, David F., Blasi, Carlos Hernandez. (2015). Child and Adolescent Development: An
Integrated Approach. CENGAGE Learning Asia Pte Ltd. First Edition
• Corpuz, B. & Salandanan, G. (2007). Principles of Teaching 1. Quezon City: LORIMAR
Publishing Incorporated.
• Corpuz, B., Lucas, M., Borabo, H. & Lucido, P. (2010). Child and Adolescent Development:
LORIMAR Publishing Incorporated.

Websites
• https://pathways.org/topics-of-development/motor-skills/#2
• 2011 Children's Therapy & Family Resource Centre

Intellectual Property

This module is for educational purpose only. Under section Sec. 185 of RA 8293, which states, “The
fair use of a copyrighted work for criticism, comment, news reporting, teaching including multiple copies
for classroom use, scholarship, research, and similar purposes is not an infringement of copyright.”

The unauthorized reproduction, use, and dissemination of this module without joint consent of
the authors is strictly prohibited and shall be prosecuted to the full extent of the law, including appropriate
administrative sanctions, civil, and criminal.

LSPU SELF-PACED LEARNING MODULE: PROFED1