COLLEGE OF EDUCATION

Course Syllabus

Course Code EDN 211

Course Title CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
Course Credit 3 UNITS (18 Weeks/54 hrs.)
Pre-requisites None
Course Description Basic course on child and adolescent learners and learning principles focusing on current research and theories in
biological, cognitive, social, and emotional dimensions of development and the factors that affect the progress of
development.

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…)

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A. University Vision
A leading Higher Education Institution that prepares visionary and ethical leaders who shall create a positive impact to society.

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

D. College of Education Vision

A global but globally competitive college that envisions to be a Center of excellence in Teacher-Education that prepares visionary
and ethical professionals in a diverse learning environment.

E. College of Education Mission

To nurture a lifelong gender-sensitive environment that promotes quality and excellent education for the city and the country.

F. College of Education Core Values

E Empowered
D Dynamic and Globally Competitive
U Upright Ethically and Morally
C Committed to Excellence
A Adaptable and Resilient
R Research and Extension Oriented
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 E Education with a Heart

“In EDUcation, we CARE”

G. Institutional Learning Outcomes

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.

H. Program Intended Learning Outcomes (PILO)

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 2. Draw various principles of human development. (GA 1)

PILO 3. Conduct relevant research concerning child and adolescent as learners. (GA 7)

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 I. Course Intended Learning Outcomes (CILO)

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.

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 Student Learning Content Teaching-Learning Strategy Assessment
Outcomes Asynchronous Synchronous Task
Face-to-Face Virtual
At the end of the session/s, the pre- Orientation to the course Pdf Discussion, Online Short responses,
service teachers should be able to: Discussion,
Lecture Assignment
a. Understand the significant details Leveling of expectations and Online Lecture (with Rubrics)
of the course and related matters discussion of the intended
pertaining to the completion of it. learning outcomes

b. Demonstrate a positive attitude

towards the beginning of the class

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

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c. Acknowledge the importance of 2. Factors Affecting Reflective Essays,
roles of growth and development in Human Development (with Rubrics)
understanding the child and
adolescent as learners. 3. Domains in Human Reaction Papers,
Development (with Rubrics)

c. Compare and contrast the 4. Principles of Human

Growth and Development Case Analysis,
different issues on human
development. 5. Aspects of Human Film Review,
Development
Individual/
Group Outputs
(with Rubrics)
B. The Key Issues on Human
Development

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.

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c. Describe the characteristics of Online Topic Article Review, (with
different cognitive development Discussions Rubrics)
theories. 1. Jean Piaget’s Cognitive
Development Theory Individual/
d. Relate human intelligence to Group Outputs,
both genetic and environmental 2. Lev Vygotsky’s
Development Theory (with Rubrics)
factors
3. Robert Sternberg’s
Triarchic Intelligence Theory Reflective Essays,
(with Rubrics)
4. Howard Gardner’s
Multiple Intelligence Theory

5. Mind and Information

Processing Theory

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,

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Emotional and Moral Development 4. John Bowbly’s
Theories. Attachment Theory Written Outputs,
(with Rubrics)
c. Summarize the stages of different 5. Lawrence Kohlberg’s
Socio-Emotional and Moral Moral Development Theory Individual/
Development Theories. Group Outputs,
6. Sigmund Freud’s
d. Enumerate and describe the key Psychosexual Development (with Rubrics),
properties and features of the Theory
language.
7. Urie Bronfenbrenner’s
Ecological System Theory Case Analysis,

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

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Law of Effect and Social Learning 1. Ivan Pavlov’s Classical Documentary Group Research Papers,
Theory. Conditioning Viewing Performance
Tasks Film/ Documentary
c. Discuss the different types of 2. Burrhus Frederic Review
learning styles. Skinner’s Operant
Conditioning Individual/
d. Define motivation in terms of
drives, and motives. 3. Edward Thorndike’s Group Outputs
Law of Effect (with Rubrics)

4. Albert Bandura’s Social

Learning Theory

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.

K. Classroom Policies: 1. Regularly attend the class on time.

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 2. Absenteeism and tardiness are strictly discouraged. Only six (6) accumulated absences for the
entire semester are tolerable. More than fifteen (15) minutes late to class, will count as an
absence.

3. Comply with the requirements on time.

4. Observe cleanliness and orderliness.

5. Wear ID and proper uniform except for wash day and special occasions

(only for the physical classroom).

6. Foods and drinks inside the classroom are strictly prohibited

7. Cheating or any other kind of unethical behavior, may subject the student to disciplinary
action.

8. Avoid unnecessary talking while the discussion is ongoing.

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
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 6. Oral and Written Quiz

7. Reflection Paper/Reaction Paper

8. Individual Activity/Group Activity

9. Case Analysis/Article Analysis

10. Film Review/Documentary Review

11. Major Examination

M. Grading System:
60 % - Class Standing (Course Requirements) + 40 % Major Examination (Midterm Exam/Final Exam)
= Grading Period (Midterm Grade/Final Grade)

40 % - Midterm Grade + 60 % - Final Grade = Overall Grade (Physical Classroom)

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:

Laptop, audio-visual equipment and reading materials

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.

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 Buhler, C.M. (1999). From birth to maturity: An outline of the psychological development of child. London: Routledge.

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

Identity (short film) (May 25 2012) Retrieved from https://www.youtube.com/watch?v=ikGVWEvUzNM

Reflection of Me ( June 16, 2017) Retrieved from https://www.youtube.com/watch?v=D9OOXCu5XMg

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 Social Media Dangers Documentary - Childhood 2.0 (Aug. 27, 2020) Retrieved from
https://www.youtube.com/watch?v=He3IJJhFy-I

Stereo (May 29, 2017) Retrieved from https://www.youtube.com/watch?v=ePlriYalzPY

P. Instructor

Dr. Joel M. Ramos.

Q. Consultation Hour

Monday-Friday, 10:00 am - 12:00 nn

Prepared by: Reviewed by: Approved by:

DR. JOEL M. RAMOS DR. AMALFI B. TABIN, JR. DR. RONALD A. HERRERA
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INSTRUCTOR DEAN VPAA

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