Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

Candijay Campus
Cogtong, Candijay, Bohol

COLLEGE OF TEACHER EDUCATION

A SYLLABUS IN
CHILD and ADOLESCENT LEARNERS and LEARNING PRINCIPLES

Submitted by:

Instructor .

Submitted to:

___________________________
Campus Director
 Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
Candijay Campus
Cogtong, Candijay, Bohol

Course Code Educ 1

Course Name The Child and Adolescent Learners and Learning Principles

Vision A premier Science and Technology university for the formation of a world class
and virtuous human resource for sustainable development in Bohol and the
country.

Mission BISU is committed to provide quality higher education in the arts & sciences, as
well as in the professional and technological fields: undertake research and
development and extension services for sustainable development of Bohol and
the country.

Goals 1. Pursue faculty and education excellence and strengthen the current viable
curricular programs and develop curricular programs that are responsive to the
demands of the times both in the industry and the environment.
2. Promote quality research outputs that respond to the needs of the local and
national communities.
3. Develop communities through responsive extension programs.
4. Adopt efficient and profitable income generating projects/enterprise for self-
sustainability.
5. Provide adequate, state-of-the-art and accessible infrastructure support
facilities for quality equation.
6. Promote efficient and effective good governance supportive of high quality
education.
CORE VALUES:

1. Search for Excellence ( BISU’s commitment to quality education shall be

driven and characterized by excellence in every output and activity it
produces/conducts through interweaving the technical, fundamental and
practical knowledge.)
2. Responsiveness to Challenges ( As a newfound institution of higher learning,
BISU is faced will all the challenges demanded particularly the continuing
depletion of the national government’s financial support along with BISU’s
desire for upgrading its facilities and human resources. Being intellectually
diverse and entrepreneurial, creative and innovative, BISU shall beat the odds
by capitalizing on creative collaborations with its individual campuses, the
community, local government units and other sectors available).
3. Student Access (Being a state-owned university, BISU is committed to
providing public service, by becoming a university that is open and accessible to
all students who merit entrance. This value is the most important consideration
by BISU in its drive to continuously develop, improve and upgrade its facilities
and seek for more funds.)
4. Public Engagement (Expresses BISU’s commitment to search for knowledge –
based solutions to societal and economic problems particularly of Bohol and of
 the region. Public engagement is the interpretation of BISU’s commitment to
research and extension by being proactive in introducing changes that will
deeply impact on the improvement of the life of the people.)
5. Good Governance (Alongside the current regime’s objectives of good
governance in the delivery of basic services, BISU shall strive to institutionalize a
streamlined, efficient and effective structure and systems that is supportive of
the university’s goals and objectives, sans bureaucratic practices.)
PROGRAM OBJECTIVES:

BEEd 1. promote higher literacy, critical thinking, upgraded competencies and skills
on basic education through innovative trainings.
2. develop student’s research capabilities through relevant researches;
3. establish a research-based extension program to promote economic, social,
and cultural development;
4. provide necessary facilities and effective services;
5. produce academically, emotionally, socially, morally equipped and humane
educators in a progressive and student-friendly learning environment.

1. produce academically proficient graduates in their area of specialization;

2. develop student’s research capabilities through relevant researches;
3. establish a research-based extension program to promote economic, social
and cultural development;
4. provide the necessary facilities and effective services;
5. upgrade competencies and integrate values within and across the learning
and tool subjects in a progressive and student-friendly learning environment.
BSEd
COURSE SYLLABUS

Course Component Professional Education

Course Code Educ 1

Course Name The Child and Adolescent Learners and Learning Principles

Course Credits 3 units

Contact Hours/week 3 hours

Pre-requisite None

Course Description The 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.

Program Outcomes of Performance Indicators

Secondary Education
Major in Science

1. Demonstrate deep  Display basic and comprehensive understanding of

understanding of knowledge, principles of the subject matter in the sciences
scientific concepts
and principles
2. Apply scientific inquiry in  Apply the scientific principles in solving current
teaching and learning problems.
 Uses scientific inquiry in understanding and explaining
natural phenomena.
3. Utilize effective science  Design and utilizes appropriate instructional materials
teaching and in science.
assessment methods  Employ effective teaching techniques for diverse
types of learners in varied learning conditions.
 Design and utilizes a variety of appropriate
assessment techniques to monitor and evaluate learning.
 Provide regular feedback to students.

4. Manifest meaningful and  Utilize appropriate pedagogy and use of technology for the
comprehensive different science content areas.
 Demonstrate skills in various methods of teaching-learning
pedagogical content
in the sciences to include conducting science investigations, making
knowledge (PCK) of the models and prototype, and doing science research.
sciences.  Create and utilize learning experiences in the classrooms to
develop learner’s skills in discovery learning, problem learning and
critical learning.

COURSE OBJECTIVES IN RELATION TO PROGRAM OUTCOMES

 Course Objectives Program Outcomes

1 2 3 4

At the end of the semester, the students must have:

1. Define and draw some principles of human development; I I I I

2. Compared and contrasted, organized and synthesized P P P P

the different researches and theories related to the
four broad dimensions of child and adolescent
development;

3. Observed and reflected on the applicability of the theories I I I I

to children and adolescents in their ( i.e. community,
regional, or Philippine) context;

4. Identified and explained the factors affecting human I P P P

development;

5. Articulated and described the principles of learning and I I I I

the applicability of the learning theories to children
and adolescents in their local contexts;

6. Created understanding on exceptional developments of I I I I

children and adolescents.

Legend:

I-Introductory - Introduced Concepts/Principles

P-Practiced - Practiced with Supervision
D-Demonstrated - Demonstrated across different clinical setting wit
Methodologies/Strategies Cooperative learning, computer-assisted instruction, film
showing, projects, group dynamics, dimensional question
approach, brainstorming, buzz session, interactive learning,
team teaching, micro teaching, macro teaching, tandem
teaching, peer teaching, reporting.

COURSE OUTLINE TIME REMARKS

FRAME

CONTENT/TOPICS

I. Orientation Session ( including VMGO) and Leveling off

II. Basic Concepts and Issues on Human Development PRELIMS
A. Human Development Meaning, Concepts and Approaches
B. The Core Issues on Human Development WEEK 1-2
C. Research in Child and Adolescent Development
D. Developmental Theories
III. Four Broad Dimension of Child and Adolescent Development

a. First Dimension: Physical Development WEEK 3-5

A.1 Pre-natal Development
A.2 brain Development
A.3 Perceptual Development
A.4 Motor Development

IV. Second Dimension of Cognitive Development MIDTERM

B.1 Piaget’s Theory of Cognitive Development

B.2 Vygotsky’s Theory of Development
B.3 Information Processing Theory WEEK 6 - 9
B.4 Intelligence Theory

V. Third Dimension: Language and Literacy Development

C.1 Behaviorist Theory

C.2 Nativist Theory
C.3 Interactionist Theory ( Cognitive)
C.4 Interactionist Theory ( Contextual)
C.5 Literacy Development

VI. D. Fourth Dimension: Socio-emotional and Moral SEMI-

Development FINALS

D.1 Erickson’s Theory of Psychosocial Development WEEK 10-14

D.2 Bandura’s Social Cognitive Theory

D.3 Lawrence Kohlberg’s Cognitive Theory of Moral
Development
D.4 Carol Gilligan’s Theory of Moral Development

VII.A.1 Factors Affecting Development

A. Maternal Nutrition, Child Nutrition, Early Sensory Stimulation
B. Age- related Changes: Universal Changes, Group Specific
Changes, Individual Changes
C. Parenting, Role Modeling Peer Group Interactions

VIII. Learning Principles and Theories FINALS

A. Nature of Learning WEEK 15-18

B. Theories of Learning
B.1. Behavioral Theories of Learning
B.2. B.F. Skinner Operant Conditioning Theory
 B.3. Social Learning Theory
C. Factors that Contribute to Learning
D. Laws of Learning and Other Laws of Learning with Pedagogical
Relevance
IX. Children with Special Needs

A. Various Developmental Disorders in Children and

Adolescents

B. Exceptional Development

Integration of Human Dignity , Independence, Self-esteem, Open-

Values mindedness, Physical Health, Self-control , Equality, Initiative,
Optimism

Course  Individual and group quizzes and exams

Requirements  Reflection/reaction papers on reading and other learning
activities
 Learning log/journals
 Major requirement: Case study (case observation. Analysis
and report)

Examinations (Prelim, Midterm & Final),Individual Reports, Class

Discussions on Assigned Topics, Role Playing, Research Works,
Exercises, Activities

Grading System 1. 60% passing mark, transmutation of raw scores or cumulative

related scores.

2.

* Class Standing ( quizzes, class participation, assignments, other

outputs/performances – 20%

* Major Examinations - 40%

* Major Outcome-based Project - 40%

References:

Acero, Victoria D. Ph.D. et.al., Child and Adolescent Development ( 2008) Rex Book
Store, Manila Philippines.

Corpuz, Brenda B. et. al., Child and Adolescent Development, ( 2010) Lorimar Publishing
Incorporated, Quezon, City , Manila.
Brown, A.L. & Campione, J.C. (1994). Guided discovery in a community of learners,
classroom lessons intergrating cognitive theory and classroom practice.
Cambridge, MA:MIT Press.

Buhler, C.M. (1999). From birth to maturity: An outline of the psychological development
of the 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 ed.). NY: Scientific
American Books.

Zulueta Francisco M. Principles and Methods of Teaching. ( 2009). National Bookstore.

Mandaluyong City.

Owens, K. (2002). Child and adolescent development: An intergrated approach. Belmont,

CA: Wadsworth/Thomson Learning.

Papalin, D.E. (1999). A child’s world: Infancy through adolescence. Boston: McGraw-Hill.

Siegler, R.S. (1986). Children’s thinking. Englewood Cliffs, NJ: Prentice Hall.

Need, H. https://www.g-w.com/pdf/sampchap/9781590708132_ch04.pdf

http://www.yourrights.org.uk/your-rights/chapters/the-rights-of-the-children-and-young-
persons
http://www. Mamashealth.com/child/inreflex.asp
http://www. Cdipage.com/development.htm
http://www.
Republic Act 9208 “ Anti – Trafficking in Persons Act of 2003

Designed by:

VILMA G. BERMOY, Ph.D.

Associate Professor 111

Ma. Elena S. Mandin, Ph.D.

Associate Professor V

Marites D. Muring

Anna P. Ondoy