The Child and Adolescent Learner and Learning Principles Syllabus SY 2022 2023
The Child and Adolescent Learner and Learning Principles Syllabus SY 2022 2023
Course Syllabus
The coverage of the course is instructed to cover the key dimension of the development of children and adolescent
as learners, and the contemporary research findings and theories are covered. Particular emphasis is given to the
factors that have been identified as having positive or negative effects on the natural course of these development
processes. In addition, some focus is given to the exception cases when children or adolescents vary from the natural
course.
The coverage of ideas is intended to provide the future teacher with a broad yet fairly detailed understanding that
may use to guide dealings (i.e. formal instruction, informal social etc…)
B. University Mission
Universidad de Manila promotes is committed to provide equal opportunities by developing the learners’ knowledge, skills, and
values, through quality education and dynamic technology-driven systems, in a diverse yet inclusive environment for learning,
research and community engagement.
C. Core Values
E – Ethics and Integrity
Q – Quality and Excellence
U – Unity and Collaboration
A – Achievement and Passion
L – Leadership and Innovation
1. Professional Competence. Demonstrate understanding and mastery of the fundamental knowledge and skills required for
effective practice in the field of specialization.
2. Critical Thinking Problem-Solving Skills. Exercise critical and creative thinking in providing solutions to discipline-related problems.
3. Productivity. Contribute to city and nation-building and development through application of new technology.
4. Communication Skills. Apply effective communication skills, both orally and in writing.
5. Interpersonal Skills. Work effectively in multi-disciplinary and multicultural teams.
6. Collaboration. Allows team members to solve problems together, thus expediting the process of finishing a task.
7. Research-minded. Display skills to assess and apply its insights effectively and the ability to identify appropriate sources of
evidence and interpret potentially complex and conflicting findings in appropriate specific practice settings.
8. Lifelong learning. Utilize lifelong learning skills in pursuit of personal development and in professional practice excellence.
9. Social and Ethical Responsibility. Holds personal values and beliefs as an ethical professional consistent with Filipino family values,
industry-desired values, and global citizen values.
10. Nationalism. Serves others willingly as a way towards contributing nation-building and participates in influencing public policy
towards the promotion of just society.
PILO 1. Acquire a deep and principled understanding of different concepts, theories of development, and learning
principles about child and adolescent as a learner and develop meaningful insights and competencies which are relevant
to the course. (GA 1 and 2)
PILO 3. Conduct relevant research concerning child and adolescent as learners. (GA 7)
Students in order to evidence success in this course, students will be able to:
1. Demonstrate a deep and principled understanding of compare and contrast, organize and synthesize the different
research and theories related to the four broad dimensions of child and adolescent development;
2. Observe and reflect on the applicability of theories to children and adolescents in their local (i.e., community, regional,
or Philippine) context.
3. Articulate their own views and ideas on various learning principles about child and adolescent development and how
children and adolescents develop as learners.
4. Appreciate, value, and respect the learning process should take into consideration the various forms of knowledge
regarding child and adolescent development.
5. Express some insight regarding how teaching and learning processes should take into consideration the various forms
of knowledge regarding child and adolescent development.
At the end of the session/s, the pre- I. Basic Concepts and Issues Online modules Lecture, Online Lectures Assignments,
service teachers should be able to: on Human Development (pdf), (with Rubrics)
Topic Online Topic
Research, Discussions, Discussions, Seat work,
a. Discuss the different concepts
and issues involved in human A. Human Development
Reflection, Video Video Oral Examinations,
development. Meaning, Concepts, and
Presentations, Presentations,
Approaches
Video links, Quizzes,
b. Identify and explain the different
1. Stages of Human Individual/ Individual/
principles, domains, aspects, stages
Development Group Group Research Papers,
of human development and various
Performance Performance
factors affecting it,
Tasks Tasks
1. Nature vs Nurture
2. Continuity vs
Discontinuity
3. Stability vs Change
At the end of the session/s, the pre- II. Different Types of Online modules Lectures, Online Lectures, Oral Examinations,
service teachers should be able to: Developmental Theories (pdf),
Individual/ Individual/ Seat work
Article Reading, Group Group
a. Enumerate and discuss the Performance Performance Quizzes,
various theories of development. A. Physical Development
Tasks, Tasks,
Reflection Assignments, (with
b. Explain the basic principles
involved in the physical Rubrics)
B. Cognitive Development Topic Discussions
development of man.
Midterm Examination
At the end of the session/s, the pre- C. Socio-Emotional and Online Lectures, Online Lectures, Assignments, (with
service teachers should be able to: Moral Development Modules, (pdf) Rubrics)
Brainstorming, Online
Film/ Brainstorming, Oral Examinations,
Documentary Individual/
1. Carol Gilligan’s Moral Group
Viewing Individual/ Quizzes,
a. Distinguish the significant Development Theory Performance Group
contributions of theorists involved in Tasks,
2. Erik Erikson’s Stages Performance Film/
the development of different Socio-
Research Tasks, Documentary
Emotional and Moral Development Psychosocial Development Discussion
theories. Reviews, (with
3. Harry Stack Sullivan’s Online Rubrics),
b. Define and explain the different Interpersonal Discussion
terms and concepts of Socio- Psychodynamic Theory Seat work,
Research Paper
D. Language and Literacy
Development
1. Behaviorist Theory
2. Nativist Theory
3. Interactionist Theory
At the end of the session/s, the pre- III. Learning and Motivation Reflection, Lectures, Online Reflective Essays,
service teachers should be able to Lectures/ppt, (with Rubrics)
Topic
Online Modules Discussions, Online Topic Quizzes,
A. Factors Affecting
a. Identify and explain the basic Learning (pdf), Discussions,
concepts of learning and Assignments, (with
B. Types of Learning Styles Research, Individual/ Rubrics)
motivation.
Group Individual/
C. Different Learning Film/ Performance Oral Examinations,
b. Differentiate among Classical
Conditioning Operant Conditioning, Theories Tasks
5. Wolfgang Kohler’s
Theory of Learning
D. Motivation
Final Examination
J. Learning Environment: Physical Classroom/Blended Learning/Full Online Learning: The teaching-learning environment must be
as contained in the Policies, Standard, and Guidelines of the Commission on Higher Education
(CHED).
Independent Study: Use of the learner’s time spent outside of the classroom/prescribed online
platform/s for self-directed learning using available resources.
5. Wear ID and proper uniform except for wash day and special occasions
7. Cheating or any other kind of unethical behavior, may subject the student to disciplinary
action.
9. All cellphones must be in silent modes and kept inside the bag during the class (only for a
physical classroom).
L. Course Requirements:
1. Attendance
2. Topic Discussion
3. Class Participation
4. Assignment
5. Research Work
EDN 211 – CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
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6. Oral and Written Quiz
M. Grading System:
60 % - Class Standing (Course Requirements) + 40 % Major Examination (Midterm Exam/Final Exam)
= Grading Period (Midterm Grade/Final Grade)
50 % - Midterm Period Grade + 50 % - Final Period Grade = Overall Grade (Blended Learning/Full
Online Learning)
40 % - Midterm Period Grade + 60 % - Final Period Grade = Overall Grade (Face-To-Face Class)
N. Resources:
O. References:
Books/Journals
Acero, Victoria D. et. al., Child and Adolescent Development (2008). Rex Bookstore, Manila, Philippines.
Brown, A.L. & Campione, J.C. (1994). Guarded Discovery in A Community of Learners, Classroom Lesson Integrating Cognitive
Theory And Classroom Practice. Cambridge, MA: MIT Press.
Cobb, N.J. (2001). The Child: Infancy, childhood, and Adolescence. Mountain View, CA: Mayfield Publications.
Cole, M. & Cole, S.R. (1993). The development of Children 2nd edition. New York: Scientific American Books.
Corpuz, Brenda B. et. al., Child and Adolescent Development (2010). Lorimar Publishing Incorporated, Quezon City, Philippines.
Gastrado – Conaco, M.C, Jimenez, M., & Billedo, C.J. (2003). Filipino adolescents in changing times. QC: UP for Women’s Studies
and Philippine center for populations and development.
Liwanag, M.C.D. & Macapagal, M.E.J. (1999). How we raise our daughter and sons: child reasoning and gender socialization in
the Philippines. United Nations Children’s Fund and the Ateneo Wellness Center.
Ogena, N.B. (1999). How are the Filipino youth changing? The shifting life styles of our nation’s young, 1970’s-1990s. Philippines
Social Sciences Review.
Owens, K. (2002). Child and Adolescent Development: An Integral approach. Belment: CA: Wadsworth, Thomson Learning.
Zulueta, F.M.M Principles and Methods of Teaching (2009) National Bookstore Mandaluyong City, Philippines.
Webliography:
Child and Adolescent Development (June 29, 2018) Retrieved from https://www.youtube.com/watch?v=sj9iWqE0CAE
How the Pandemic may damage children’s social intelligence (February 13, 2021) Retrieved from
https://theconversation.com/how-the-pandemic-may-damage-childrens-social-intelligence-154975
P. Instructor
Q. Consultation Hour
DR. JOEL M. RAMOS DR. AMALFI B. TABIN, JR. DR. RONALD A. HERRERA
EDN 211 – CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
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INSTRUCTOR DEAN VPAA