Course Code and PROF.

ED 1 – THE CHILD AND ADOLESCENT LEARNERS AND LEARNING

Title: PRINCIPLES
Term First Semester, AY 2024-2025 Class Schedule WEDNESDAY, 5:30 – 8:30 PM
San Jose Community Revision Date Co-Requisite/s None
College Credit 3 units Pre-Requisite/s None
Course Placement BSED SCIENCE_1B Type of course Lecture

College: SAN JOSE COMMUNITY COLLEGE Instructor RYAN B. BERIDO Consultation Hours Online: Monday to Friday-6PM
to 10 PM.
Department: COLLEGE OF EDUCATION Contact Details ryanberido1986@[Link]
RANDY BLANZA,
Program: BACHELOR OF SCIENCE IN SECONDARY DEAN MA. ISABEL GABITO, Ed.D. ADMINISTRATOR
EDUCATION MAJOR IN SCIENCE CPA,MPA,CESE

A learning institution of excellence in which The San Jose Community College, as part of the country’s educational system shall primarily
graduates will be globally competitive professionals, provide advanced professional instruction in the field of Bachelor of Science in Business
Vision economic change agents attuned to the needs of Mission Administration, Education, Culture and the Arts and other fields of discipline. It shall also promote
the industry, and protector of Filipino values, research, extension services and adhere to progressive leadership in all areas of discipline and
culture and identity. responsibilities.

I. Course Description:

This course focuses on child and adolescent development with emphasis on current and theories on biological, linguistic, cognitive, social, and emotional dimensions of
development. Further, this includes factors that affect the progress of development of the learners and appropriate pedagogical principles applicable for each developments of
the learners. The course also addresses laws, policies, guidelines, and procedures that provide safe and secure learning environments, and the use of positive and non-violent
discipline in the management of learner behavior.

II. Course/Program Outcomes:

At the end of the semester, students must be able to:

a. Utilize appropriate various socio-cultural and historical materials in explaining current issues.
b. Organize communities towards self-reliance and self-sufficiency.
c. Demonstrates leadership skills that will help in teaching or training students who will empower their communities.
d. Integrate local and global perspectives in teaching the principle of the common good.
e. Employ principles of sustainable development in teaching and learning.
 f. Display the qualities of an innovative teacher who has mastery of the subject matter.

III. Course Learning Outcome:

At the completion of this course, you have been presented concepts and resources that should give you the tools to:
1. Demonstrate content knowledge and its application within and/or across curriculum teaching areas.
2. Demonstrate an understanding of the different research-based theories related to the broad dimensions of child and adolescent development and their application
to each particular developmental level of the learners.
3. Demonstrate understanding of pedagogical principles suited to diverse learners’ needs and experiences at different developmental levels.
4. Demonstrate knowledge of laws, policies, guidelines and procedures that provide safe and secure learning environments, and
5. Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.

IV. Target Learners and Pre-requisites

The target learners of this course are the students of BSBA major in Human Resource Development and Management. While there is no pre-requisite course, it is
understood that you already have a background knowledge on the different Management Theories and Practices, which give you a wealth of experience from which
we will draw healthy discussions. You are expected to work on numerous readings, collaborative works and discussions which may done via the internet and other
social media means.

V. Mode of Delivery

For this semester, the school identified three (3) types of learners, namely: students with:

A. good internet access (able to participate in synchronous activity);

B. poor to fair internet access (able to participate in asynchronous activities only); and
C. no internet connection.

Hence, the table below shows the mode of deliveries for each type of learners:

Type of
Mode of Access to Learning Materials Submission of Activities and Outputs
Learner
 A  All resources will be accessed through Output will be submitted in the Google
the course site in the Google Classroom. Classroom.
 May avail consultation online and
synchronous during scheduled
consultation time.
 Participate in the discussion forum
B  All resources will be accessed through Output will be submitted in the Google
the Google classroom/FB page of the Classroom during their most
class/Messenger group account of the convenient time within the allotted time.
class.
 May avail consultation online
(asynchronous).
 Participate in the discussion forum
(asynchronous)
C  All resources will be in printed form. Outputs will be submitted in the school
 May avail consultation through text or call or any accessible place on the
 NOT required to participate in discussion schedule time.
forums

VI. Course Outline:

Time Intended Learning Outcomes Course Content/Subject Teaching and Learning Assessment Tasks Resource
Frame Matter/Topic Activities Materials
Week 1-2 a. Explain the basic concepts Unit 1_Basic Concepts Face to Face Discussion/ Answering of Power point
related to child and A. Definitions of Child and Online Discussion Evaluation after face Presentation
adolescent development; Adolescent Learners or to face/online
and 1. Definition from UNESCO, Reading of Handout discussion Google Classroom
b. Explain how current UNICEF and WHO (Modular Approach)
and/or other
research and theories on B. Growth and Development: Or
child and adolescent Nature or Nurture? Unit Reflection Paper
available online
Answering of required platforms
development contribute to C. Periods of Development outputs provided
teaching and learning within D. Developmental Tasks and within the
and across different areas. Education (Havighurst) handouts/modules
E. Domains of Development
 1. Biological
2. Cognitive
3. Socio-emotional
F. Context and Development
G. Development and Pedagogy:
Theory and Research
1. Theories and Hypothesis
2. Methodology
3. Integrating theory and
practice
Week 3-5 a. Discuss the concepts and Unit 2- Biological Development Face to Face Discussion/ Answering of
theories related to the a. Biological Beginnings Online Discussion Evaluation after face Power point
biological/physical b. Physical and Motor Development or to face/online Presentation
development of children and c. Neuroscience and Brain Reading of Handout discussion
adolescents; and Development (Modular Approach) Google Classroom
b. Make connections, using d. Factors affecting Or and/or other
knowledge on current Biological/Physical development Answering of required
research literature, between e. Theories Unit Reflection Paper
available online
outputs provided
biological developmentally 1. Developmental Milestone platforms
within the
appropriate teaching (Gesell) handouts/modules
approaches suited to 2. Ecological Systems Theory
learners’ gender, needs, (Bronfenbrenner)
strengths, interests and f. Current Research and
experiences. Pedagogical Applications.
Week 6 PRELIMINARY EXAMINATION

Week 7-9 a. Discuss the concepts and A. Cognitive Development Answering of . Power point
theories related to the Theories Face to Face Discussion/ Evaluation after face Presentation
cognitive development of 1. Piaget Online Discussion to face/online
children and adolescents; 2. Vygotsky or discussion Google Classroom
and B. Intelligence and Individual Reading of Handout and/or other
b. Make connections, using Differences (Modular Approach) Or available online
knowledge on current 1. Concept of Intelligence Answering of required platforms
research literature, between (Binet) Group Research work outputs provided
cognitive development 2. General Intelligence within the
theories and ( Spearman) handouts/modules
developmentally appropriate 3. Primary Mental Abilities
teaching approaches suited (Thurstone)
 to learners’ gender, needs, 4. Multiple Intelligence
strengths, interest and (Gardner)
experiences. 5. Triarchic Theory of
Intelligence (Sternberg)
6. Cognitive Information
Processing Theory (Atkinson
and Shiffren)
c. Factors affecting cognitive
Development
d. Language Development
e. Factors affecting cognitive and
language development
f. Current Research and
pedagogical applications

Week 10- a. Discuss the concepts and Unit 4- Social and Emotional Face to Face Discussion/ Answering of . Power point
theories related to the socio- Development Online Discussion Evaluation after face Presentation
emotional development of a. Socio- Emotional Development or to face/online
children and adolescents; b. Development of Self and Social Reading of Handout discussion Google Classroom
and Understanding (Modular Approach) and/or other
b. Make connections, using 1. Psychoanalytic Theory Or available online
knowledge on current (Freud) Answering of required platforms
research literature, between 2. Psychosocial Theory Individual Research Output outputs provided
cognitive development (Erikson) within the
theories and 3. Social Learning Theory handouts/modules
developmentally appropriate (Bandura)
teaching approaches suited c. Development of Motivation
to learners’ gender, needs, and Self-Regulation
strengths, interest and 1. Content Theories
experiences -Hierarchy of Needs (Maslow)
-ERG Theory (Alderfer)
-Theory of Needs (McClelland)
-Two Factors Theory (Herzberg)
2. Process Theories
-Reinforcement Theory (Skinner)
-Expectancy Theory (Vroom)
-Goal Setting Theory (Locke)
-Self-determination theory (Deci
 & Ryan)
d. Moral Development Theories
1. Piaget
2. Kohlberg
3. Turiel
4. Giligan
E. Current Research and Pedagogical
Applications
Week 14 MIDTERM EAXMINATION

Week 15- a. Compare and contrast Unit 5-Bahevaioral Learning Theories Face to Face Discussion/ Answering of . Power point
17 various approaches to and Approaches to Learning Online Discussion Evaluation after face Presentation
learning and describe how a. What is learning? or to face/online
they are manifested in the b. Approaches to learning Reading of Handout discussion Google Classroom
classroom; 1. Behavioral (Modular Approach) and/or other
b. Apply behavior analysis in 2. Social Cognitive Or available online
teaching child and 3. Information processing Answering of required platforms
adolescent learners 4. Cognitive Constructivist Unit Reflection Paper outputs provided
across curriculum areas; c. Connectionism within the
and d. Conditioning handouts/modules
c. Make connections, using 1. Classical
knowledge on current 2. Contiguous
research literature, between 3. Operant
cognitive development e. Behavior Analysis in Education
theories and f. Gestalt-Insight Learning
developmentally appropriate g. Experiential Learning Theory
teaching approaches suited
to learners’ gender, needs,
strengths, interest and
experiences
Week 18 Final Examination

References:
1. Crain. W. (2014). Theories of Development Concepts and application. Pearson Education Limited
2. Rathus, S.A. (2018). CDEV Child and Adolescent Development. CENGAGE Learning
 3. Bergin, C.C., Bergin, D.A (2018). Child and Adolescent Development in Your Classroom. CENGAGE Learning.

Type of Requirements Specific Requirements Modality of Submission Due Date

Tests and Examinations Preliminary, Midterm Examination , Final Examination Courier with call or virtual verification/ Midterm Week
follow up Finals Week
Written Work Individual Portfolio (Answer from the Given Activities) e-mail
every after the topic
Discussion/Presentation Individual (Discussion Paper with) Transcripts of virtual class/ chats send
period
thru email
Outputs/Projects Project (Compilation of Individual Answers from the given activities, case study, Courier with call or virtual verification/ a week before the
and other required output. follow up Finals
Class Participation Self-paced Instructional Modules a week after the topic
discussion
Course Requirements:

Course Assessment:
Preliminary Exam - 20 %
Midterm Exam - 20%
Pre-Final Exam - 20%
Final Exam - 40%
Breakdown of Grades for every period:
Quizzes - 15%
Class Participation - 15%
Major Exam - 40%
Projects/Attendance - 15%
OBE (Outcome-Based Education) Activities - 15%
Total - 100%

References:
1. Crain. W. (2014). Theories of Development Concepts and application. Pearson Education Limited
2. Rathus, S.A. (2018). CDEV Child and Adolescent Development. CENGAGE Learning
3. Bergin, C.C., Bergin, D.A (2018). Child and Adolescent Development in Your Classroom. CENGAGE Learning.

Prepared by: Approved:

RYAN B. BERIDO, EdDELM-CAR MA. ISABEL GABITO, Ed.D.

Instructor Dean
Date