Unit 1: BIOLOGICAL DIMENSIONS OF DEVELOPMENT

Topic 1: Physical Development of Human Being

Topic 2: Stages of Human Development Across Age

Topic 3: Teaching Children

Summary

Exercise

Unit 2: LINGUISTIC DIMENSION OF DEVELOPMENT

Topic 1: Communication Skills during Infancy and Babyhood

Topic 2: Communication Skills during Toddlerhood

Topic 3: Strategies in Teaching Toddlers According to

Wittmer & Petersen(2018)
Topic 4: Communication Skills during Middle Childhood

Topic 5: Linguistic Skills during Adolescence

Exercise

Unit 3: COGNITIVE DIMENSION OF DEVELOPMENT

Topic 1: Thinking and Cognitive Skills of Infants

Topic 2: Thinking and Cognitive Skills of Babies

Topic 3: Thinking and Cognitive Skills of Toddlers

Pre-Operational Stage
Symbolic Function
Egocentrism
Centration
Irreversibility
Animism
Transductive Reasoning

Topic 4: Thinking and Cognitive Skills of Child Until Adolescents

Decentering
Reversibility
Conservation
Seriation
 Hypothetical Reasoning
Analogical Reasoning
Deductive Reasoning

Freud’s Stages of Psychosexual Development

Summary
Exercise

Unit 4: SOCIAL DIMENSION OF DEVELOPMENT

Social and Interactional Skills of Babies and Infants

Attachment
Individual Differences in Attachment
Social and Interactional Skills of Toddlers
Types of Play in Toddlers
Strategies to Develop Social and Interactinal Skills of Toddlers
Social and Interactional Skills of Preshool
Social Theories of Gender (Santrock, 2018)
Peer Influences
Parental Influences
Baumrind’s Parenting Style (Bright Horizons, 2018)
Types of Play in Preschool (Rock, 2018)
Strategies to Develop Social and Interactional Skills of Preschool
Social and Interactional Skills of Children
Peer Status
Six Functions of Children’s Friendships
Strategies on How to Develop social and Interactional Skills of
Children
Social and Interactional Skills of Adolescents
Strategies on How to Develop Social and Interactional Skills of
Adolescents
Summary
Exercise

Unit 5: EMOTIONAL DIMENSION OF DEVELOPMENT

Topic 1: Emotional and Behavioral Skills of Infants

Emotional Milestone of Infants

Strategies and Instructional Materials in Teaching These
Children
Exercise

Topic 2: Emotional and Behavioral Skills of Babies

Emotional Key Milestones

 Strategies and Instructional Materials in Teaching These
Children
Summary
Exercise

Topic 3: Emotional and Behavioral Skills of Toddlers

Toddler Emotions and Play

Play Ideas to Encourage Toddler Emotions
Strategies and Instructional Materials in Teaching These
Children
Summary
Exercise

Topic 4: Emotional and Behavioral Skills of Preschoolers

Preschoolers: Ruled by Emotions

Preschoolers and Fantasy Play
Your Independent Preschooler
Strategies and Instructional Materials to Teaching these
Children
Summary
Exercise

Topic 5: Emotional and Behavioral Skills of School-Age Children

Key Milestones
Strategies and Instructional Materials to Teaching these
Children
Summary
Exercise

Topic 6: Emotional and Behavioral Skills of Early Adolescents

Strategies and Instructional Materials to Teaching these

Children (Wolfe, 2010)
Exercise

Topic 7: Emotional and Behavioral Skills of Late Adolescents

Key Milestones
Strategies and Instructional Materials to Teaching these
Children (Saumell, 2018)
Summary
Exercise
Unit 6: LEARNING DISABILITIES

Topic 1: Attention Deficit Hyperactivity Disorder (ADHD)

Characteristics of Children with ADHD

Three Main Types of ADHD
Causes of ADHD
How to Address ADHD in the Classroom
How to Teach Children with ADHD

Topic 2: Dyslexia

Characteristics of Children with Dyslexia

Types and Causes of Dyslexia
How to address Dyslexia in the Room Accomodations
How to Teach Children with Dyslexia
Summary
Exercise

Unit 7: PHYSICAL DISABILITIES

What is Physical Disability?

Causes of Physical Disabilities
How to Teach Visually Impaired Learners?
Assistive Technology for Visually Impaired Learners
How to Teach Children with Hearing Impairment?
Other Specific Strategies and Services
Assistive Technology for Hearing Impaired Learners
Inclusive Language for Physically challenged Persons
Summary
Exercise
UNIT 1: BIOLOGICAL DIMENSIONS OF DEVELOPMENT

Human development is oe of the most interesting and well-studied aspects of

Human Biology. In fact, one branch of Biology is dedicated solely for the
development of organisms, the science of Developmental Biology. The discipline
primarily studies the physical development of an organism. For humans, the study
of Developmental biology remains the most controversial field in the study of living
things. For one thing, it touches several highly debated ethical issuesof when did life
really start. In the field of education, the topic presents a significant number of
implications in teaching since future performances of learners are highly dependent
on the process of development at an early age. The influence of the genes and the
environment on the human body has a great bearing on the over-all architecture of
their physique and the different mental processes required of them to succeed in
school much more on their modes of acquiring knowledge and in developing their
skills, attitudes and values.
This section of the book covers the three major topics namely, the Physical
Development of Human Being, the Stages of Human Development across Age, and
Teaching Children which discusses the pedagogical implications of the study of
human development. This will focus on how to teach children based on their
developmental milestones and the specific strategies and instructional materials
suited for each stage.
It is hoped that at the end of this learning module, you will deepen your
understanding of the nature of the learning process as influenced by early modes of
physical development. It is also expected that you will be able to appreciate more
the teaching profession as you will realize the dynamics of human development and
see their implications in the teaching and learning process.

Learning Outcomes

At the end of the unit, the students should be able to:

1. identify the significant events in the physical development of human beings;

2. enumerate the different stages of human development across age;
3. discuss the salient points in each event and stage in human development;
4. point out the different approaches and methods used in teaching young
children; and
5. appreciate the process of human development by relating it to the key
elements of the teaching and learning process.

Essential Questions:

1. What are the stages in the physical aspect of human development

across age?
2. What essential factors are necessary for normal physical
development?
 3. What are the implicationsbof the different events in the physical
development to the teaching and learning process?

Topic 1: Physical Development of Human Being

Physical Development refers to the dimension in human development which

involves the process of developing the muscles and bones. Regardless of one’s race,
the pattern for physical development is similar for all individuals. This is a more
biological sense since all human beings belong to the samenspecies. It is time-bound
since each stage and period follows a certain schedule. That is why nutrition has an
important role to play in each phase of development because of the highly biological
nature of the process.
This aspect of human development is by far the most visible as one would
immediately notice changes in body structure and size. It has two major stages,
namely the prenatal growth stage and the postnatal growth stage. It starts from
the process of fertilization, where the egg meets the sperm, then to the embryonic
period, fetal period until infancy and even continue until adulthood where even
some parts of the body like ears and nose would continue to grow but at a much
slower rate.
Here is the summary of the process of the physical dimension of human
growth and development (Campbell, Reece, Taylor & Simon, 2006).

1. Human development starts when the sperm meets the egg to form the
zygote in a process called fertilization.
This is the most dramatic stage of human development as this becomes the
object of debate in ethics, but one thing for sure, this is the beginning of the process.
As the egg meets the sperm in oviduct, complex biochemical processes take place on
the surface of the egg to prevent other sperms from entering. This process is
characterized by the fusion of the nucleus of the sperm with that of the egg forming
the diploid zygote. The zygote now contains the genetic material from both the
mother and the father. Genetic influence, whether coming from the father or mother,
prevails through life until senescence.

2. The zygote is capable of undergoing cell division to form a ball of cells.

The zygote undergoes a series of cell division proceeding from the single cell,
then the two-cell stage, four-cell stage, eight-cell stage and so on until it becomes
blastula that looks like a hollow ball. This process is called cleavage. It should be
noted that at this point the embryo increases its number of cells but not its size. For
humans, like all other mammals, the term blastocyst is used for this hollow ball of
cells. The blastocyst is then implanted in the walls of the uterus where the growing
embryo starts obtain its nutritional requirements from the mother as it grows.

3. The prcess of gastrulation results to the formation of three embryonic

tissues which will become the different body systems.
The blastocyst then proceeds to the process of gastrulation. It is
characterized by the formation of three lyers of embryonic tissues. the ectoderm
will form the skin, the linings of the mouth and the rectum and the cornea of the eye.
The endoderm will form the linings of the digestive and
Respiratory system and some of the vital organs of the body like the liver, pancreas
and organs of the reproductive system. The mesoderm will become the future
organs of the muscular, skeletal and circulatory system. The process of organ
formation is called organogenesis.

4. Three trimesters comprise the entire process from conception to birth.

The moment the developing embryo enters the ninth week of gestation until
birth, it is called the fetus. The fetal stage is characterized by major physical changes
in the appearance and size of the growing individual. The fetus starts to resemble
that of the baby as the different body organs become more and more evident in form
and structure. The first trimester which approximtely comprise the first three
month is the most raical stage for the mother and the growing embryo since the
developing embryo establishes connection to the mother through the umbilicus. On
the ninth week, the limbs start to become visible and the fetus is able to move its
arms and legs and appears like a miniature human being. The second and third
trimesters are basically characterized by rapid growth of the fetus in preparation for
birth. The fetus gain strength as the muscles and bones develop further in
preparation for survival in the outside environment.

5. The postnatal stage of human development is marked by distinct growth

events and processes.
The postnatal stage starts immediately at birth. At infancy, the child
primarily depends from lactation as the major source of nutrition. It ends slowly as
the child becomes adapted eating solid food. In terms of physical development,
infancy is characterized by rapid growth as shown by increases in height and weight
of an individual. Childhood follows this stage which is divided into early, middle and
late childhood. Early childhood is characterized by predictability in growth pattern
among healthy individuals while the middle and lte childhood is marked with
midgrowth spurt starting from age 7 and decreases until the child enters puberty.
As observed, most girls mature early than boys in terms of their height. At
menarche, hormonal influence on the longitudinal growth of bones of the girls
become more evident such that cephalocaudal growth, that is of height, becomes
less and less evident among girls than boys after age 10.

Topic 2: Stages of Human Development Across Age

In the previous section, we mentioned that a certain pattern is observed in

the physical dimension of human development. This is the biological side of growth
as the process is very much influenced by nutrition. Gene expression in this case is
dependent on the availability of nutrients coming from the mother and the solid
food provided after infancy. That is why th influence of economic status is beyond
question when we talk about normal growth and healthy growing children in our
schools.
 For us to understand further the stages of human development across age,
the different periods of postnatal growth stage will be discussed in details with
specific implications to teaching and learning.
Bergin and Bergin (2018) divided the stage into four periods: Infancy and
Toddler, Early Childhood, Middle Childhood and Adolescence.

Table 1 : Postnatal growth stages

Period & Age Range Major Events Implications to Teaching
& Learning
Infancy & Toddlerhood *Rapid growth in the *Infants start to recognize
(0 to 4 years) physical dimension the voice of their mother
*Large head at infancy *Infection and
*Rapid Nervous system malnutrition negatively
development impacts nervous system
*Explosive growth of development
synapses *Activation of the senses
*Glucose consumption is an important avenue for
increases brought about learning.
by rapid brain
development
*Development of the
body’s frame:skeletal and
muscular system
*Movement brought about
by reflex action
*Predictability in the
sequence of the
acquisition of skills

Early Childhood * Relatively rapid physical *Increased ability to

(4 to 6 years) growth as compared to follow rules and raise
infancy their hands brought about
*Refinement in the quality by the interconnection in
of walking at age 5. the different areas of the
*Slower growth rate of prefrontal lobe of the
preschoolers as compared brain
to infants *Constant interaction to
*Adult- dependence due to the teacher results also to
the still developing constant activation of
cognitive and motor skills certain neurons and their
*Development of mastery eventual wiring together,
of fine and gross motor thus the influence of the
skills teacher in the over-all
*Great increase in balance architecture of the human
in motor activities. brain.
 *Tendency to probe their
limits resulting to both
injury and learning.

Topic 2: Stages of Human Development Across Age

In the previous section, we mentioned that a certain pattern is observed in

the physical dimension of human development. This is the biological side of growth
as the process is very much influenced by nutrition. Gene expression in this case is
dependent on the availability of nutrients coming from the mother and the solid
food provided after infancy. That is why th influence of economic status is beyond
question when we talk about normal growth and healthy growing children in our
schools.
For us to understand further the stages of human development across age,
the different periods of postnatal growth stage will be discussed in details with
specific implications to teaching and learning.
Bergin and Bergin (2018) divided the stage into four periods: Infancy and
Toddler, Early Childhood, Middle Childhood and Adolescence.

Table 1 : Postnatal growth stages

Period & Age Range Major Events Implications to Teaching
& Learning
Infancy & Toddlerhood *Rapid growth in the *Infants start to recognize
(0 to 4 years) physical dimension the voice of their mother
*Large head at infancy *Infection and
*Rapid Nervous system malnutrition negatively
development impacts nervous system
*Explosive growth of development
synapses *Activation of the senses
*Glucose consumption is an important avenue for
increases brought about learning.
by rapid brain
development
*Development of the
body’s frame:skeletal and
muscular system
*Movement brought about
by reflex action
*Predictability in the
sequence of the
acquisition of skills

Early Childhood * Relatively rapid physical *Increased ability to

(4 to 6 years) growth as compared to follow rules and raise
infancy their hands brought about
 *Refinement in the quality by the interconnection in
of walking at age 5. the different areas of the
*Slower growth rate of prefrontal lobe of the
preschoolers as compared brain
to infants *Constant interaction to
*Adult- dependence due to the teacher results also to
the still developing constant activation of
cognitive and motor skills certain neurons and their
*Development of mastery eventual wiring together,
of fine and gross motor thus the influence of the
skills teacher in the over-all
*Great increase in balance architecture of the human
in motor activities. brain.
*Tendency to probe their
limits resulting to both
injury and learning.
Middle & Late Childhood *Physical growth ranges *Importance of proper
(6 to 13 years) from 2-3 inches & 5-6 nutrition to provide for
pounds per year for both physical growth and
boys and girls. This rate maximum synaptic
starts to slow down before formation.
the child reaches puberty. *Poor synaptic formation
*Dramatic increase in fine may lead to problems with
motor skills in middle processing of information
childhood. and the over-all ability to
*Improvement in speed, learn in the later stages of
agility and control of gross life.
motor skills *Provision of more
*Increase in the use of activities that will
glucose by the brain as enhance the development
more synaptic of fine and gross motor
connections are skills.
established.
Occurrence of the second
wave of the formation of
synaptic formation in the
prefrontal cortex of the
brain.
*Sensitive period in brain
development because of
the intense activity
brought about by rapid
synaptic formation
*Critical brain
development would
continue even after
 middle childhood.
Adolescence * Dramatic rate in physical *Speech and motor skills
(13 to 19 years) growth and development start to become fixed due
*Changes in the body to thickening of the axons
proportion as boys and further myelination.
develop more muscles and *By mid- adolescence,
girls develop more fats students have memory
due to hormonal activities and ability to process
*Further development of information similar to that
primary sexual of adults.
characteristics such as the * Provision of physical
testes (boys) and the tasks in school that utilize
ovary (girls) excess energy brought
*Further development of about by hormonal
secondary sexual activities.
characteristics like breast
development and
menarche (for girls), and
testicle growth height
increase and strength
spurt (for boys)
* The different parts of the
brain become more
interconnected and axons
become thicker as the
neurons mature.

Postnatal physical development is one of the most challenging part of human

development that young people have to deal with and their teachers as well. There
is much to reflecton this aspect as young learners deal with the challenges of their
growth and development while teachers have to journey together with them. At
infancy, Toddlerhood and Early Childhood, the teacher have to deal with the
development of the confidence level of children as the latter deal with the world,
develop their senses, strive to walk and talk and eventually make control of their
own movement. Early Childhood Education is such a specialized field and indeed an
important field in Education as teachers together with the parents and family of the
children lay the foundation of learning. By learning confidence at an early age,
children would realize what they are capable of doing and thus build success after
success.
A children enter Middle Childhood, also the time for elementary schooling,
they are confronted with the challenges of the academic side of learning.
Competencies in the academic subjects have to be developed to enhance cognitive
development while opportunities for developing the physical body have to be an
essential component of the curriculum, thus a functional Physical Education
program in schools is important for holistic development.
 New sets of challenges beset young learners as they enter Adolescence. This
is the most exciting phase of postnatal development. Our young learners would be in
transition from being children to young adults. This is life in the junior and the
senior high school. As the brain rapidly wires itself, the physical body is also
accelerating its growth. Hormonal activity seems to worsen the situation as
adolescents develop more acne on their faces and become more aggressive and
impulsive. Added to these are powerful peer influences. Thus, problems faced by
high school teachers are far more challenging as they are beset with issues on
discipline. It should be noted that at Adolescence, the brain is approaching its
comlete development. Skills, abilities, attitudes and values by the end of this stage
are almost fixed. These skills, abilities, attitudes and values will be what our young
learners bring with them in Adulthood. By the end of Adolescence, they will already
have the memory of an adult and will start to process information like adults. Their
success in college and eventually in life is very much dependent on the quality of
basic education they received as it is reflected on their level of cognitive and
physical development. Thus the role of the family, the school and the teacher in the
over-all architecture of the brain and the physical body of human beings is
undoubtedly essential.

Topic 3: Teaching Children

The teacher is always faced with the challenge of how age-appropriate is a

certain approach. This is because of the fact that children learn differently at a
certain age range. The manner of the delivery of lesson by the teacher is as
important as the content itself. That is why early education is divded into major
divisions as we understand further the process of human growth and development
through further research in the fields of Neurology, Cognitive Psychology and
Developmental Biology. Before, all we know is just Elementary Education,
Secondary Education and Higher Education. But as more and more knowledge are
generated through researches on the said fields, the area of Early childhood
Education and Special Needs Education evolved and our understanding of human
learning deepens and becomes more and more specialized.
For the purpose of considering the age-appropriateness of our approaches to
teaching, different methods and techniques are presented in this section. They are
specially divided into approaches for infants, babies, toddlers, children and
adolescents. It should be noted that the range of age among them overlaps. Hutton
(2018), Estrada, (2011), Leviste, (2010) and Huitt (1997) provide the following
suggested activities and considerations when teaching young learners:

Table 2. Approaches in teaching young learners

Stage & Rationale Teaching Methods & Techniques
1. Infancy (0 to 6 months) Infants tend *Infants learn by repetition and
to spend most of their time sleeping or continuity, and at different phases.Tht is
be in a drowsy stage.This is almost why they learn to say mama or dada at
similar to their behavior when they are an early stage. Repetition is the
still in the mother’s womb. There are foundation of learning among infants.
times when the infant is active and alert *To enhance gross motor skills, parents
and it is at this time when they can be may introduce tummy time to develop
taught. skills like head control and rolling oevr
until the infant is able to crawl.
*They can be presented with bright
colored objects 8-15 inches away to
develop their focus.
*It is important to stick to one shade of a
particular color since they have not fully
developed their vision.
*They can recognize their parents face
and voice, and may enjoy being caressed
or held. It is important that they hear
variety of soft words everyday.
*Parents or other adults could smile to
them often to develop their social smile
and help them process visual images.
* Classical music can be played to
develop their spatial reasoning
*Parents need to check on their moods
and maximize the teaching process at
times when they are active and
alert.They can read to them using books
with crisp images and bright colors.
*The best time to teach them is after
breakfast and after bath time.

2. Babyhood (6-12 months) * Babbling is a major step in language

Babies have more receptive primary development. This can be enhanced by
senses. They can make connections and presenting them variety of words
develop simple conclusions by what they through everyday conversation.
hear, smell, see and touch. *Reciprocal babbling could be developed
more by frequent eye contact with the
baby.
*They can be taught fine motor skills at
an early age by enhancing hand-eye
coordination. They can be encouraged to
reach and grab their favorite age-
appropriate toys.
*Gross motor skills could be enhanced
by gesturing or by providing tangible
outlets to convey their thoughts.Like
when gesturing eating, parents can show
all the fingertips in one hand touch the
thumb and bring it closer to the mouth.
*They can be taught interactive
 communication skills by asking them,
“where is your mouth? And pointing on
your mouth or presenting them with
objects with different colors and ask
them, “where is red?
*They can be presented with toys like
shape sorters and blocks.This will
enhance their spatial reasoning and
problem solving skills.They have to be
praised if they successfully deal with the
sorters and blocks.
*Sorters and blocks have to be simple. It
should be free from images, letters or
numbers to encourage focus and prevent
confusion.
*They can be taught simple cause and
effect activities like allowing a toy to roll
or fall and letting them focus on the
effect.
*Learning could be optimized by letting
the baby sit in teaching them when they
are alert and active.

3. Toddlerhood (1 to 4 years old) *Toddlers may be exposed to productive

Toddlers have developed trillions activities like jigsaw puzzles. Thy must
synapses or brain connections. It peaks be asked to do the task themselves and
at the end of toddlerhood and the brains later be taught the concept of how to fit
starts to phase out unstimulated the pieces together.
connections.Thus, continuity and *Spatial and temporal reasoning skills
reinforcement is very essential in the may be further enhanced by using
development of long- term memory. blocks. Parents may teach toddlers how
to make simple structures like pyramids,
ask them to do the same and challenge
them to create more complex designs.
*They may be introduced to different
sorting activities as an initial step in
developing science process skills. They
may also enjoy pairing actvities using
colors and shapes.
* Their fine motor skills may be
enhanced by drawing activities using
appripriate writing materials like pen
and crayons but with parental
supervision.Parents and teachers may
start drawing some basic shapes and ask
toddlers to copy. It is suggested to start
 with circle which is the easiest shape to
learn.
*Alphabet may also be taught actively
through gesturing.
*Since they are already capable of
walking, toddlers who are very energetic
may play “walk on pillows”, “Simple
Scavenging Hunt”, “Simple balancing
acts”, “”Rolling down Hills”, and
Newspaper Basketball”. This will
enhance gross motor skill development.
4. Childhood (4 to 11 years ) *At Early Childhood (4 to 6 years),
Children are basically playful, young learners are basically playful and
imaginative and ingenuous. This is their may be introduced to movement and
way to establish social connection and music activities like dances, indoor
develo their sense of autonomy. obstacle course and simple yoga
activities. For the arts and crafts, they
may involve themselves in making
collages and masks.
*Age-appropriate activities that enhance
sense of responsibilities maybe taught
like simple cleaning, cooking and
gardening activities.
*Formal classes for preschool, strategies
may include the use of Wait Time,
Multisensory instruction, Use of Simple
Graphic Organizer and One-on-one or
small group instruction. Concrete props
and visual aids are helpful since they are
not yet capable of abstraction.
*At Middle Childhood (6 to 8
years),young learners are basically
imaginative, and as such may be the
major consideration in designing
classroom activities. Thus, free time
activities are appropriate to encourage
them to be mor imaginative and develop
their sense of inner subjective self.
*Age-appropriate activities enhancing
sense of responsibilities may be
continued with complexity.
*Concrete props and visual aids could
enhance the learning of sophisticated
materials. Manipulatives are also helpful
in enhancing their imagination and for
them to generate ideas.
 *They maybe introduced to lecturer, but
should be brief and organized
considering the span of their attention.
*In formal classes in the primary level,
examples and problems given by the
teacher should be familiar to the yung
learners.Activities on classifying objects
in terms of uses and other criteria may
be given with increasing complexity.
*They may also be introduced to tasks
that will further develop their logico-
mathematical skills like dealing with
problems that will enhance analysis in
the form of riddles and brain teasers.
*At Late Childhood (9 to 11
years),young learners are becoming
ingeuous since they have already
acquired certain social and technical
skills especially in solving practical
problems.
*Gross motor skills may be enhanced by
asking them to perform more complex
physical activities in their favorite sorts
like softball and basketball which
eventually results to better speed, agility
and balance.
*Fine motor skills maybe further
enhanced through long writing activities
in cursive form and the development of
handicrafts in Home Economics.
*Simple activities requiring abstraction
maybe introduced as a form of transition
from concrete to formal learning.
4. Childhood (4 to 11 years ) *At Early Childhood (4 to 6 years),
Children are basically playful, young learners are basically playful and
imaginative and ingenuous. This is their may be introduced to movement and
way to establish social connection and music activities like dances, indoor
develo their sense of autonomy. obstacle course and simple yoga
activities. For the arts and crafts, they
may involve themselves in making
collages and masks.
*Age-appropriate activities that enhance
sense of responsibilities maybe taught
like simple cleaning, cooking and
gardening activities.
*Formal classes for preschool, strategies
may include the use of Wait Time,
Multisensory instruction, Use of Simple
Graphic Organizer and One-on-one or
small group instruction. Concrete props
and visual aids are helpful since they are
not yet capable of abstraction.
*At Middle Childhood (6 to 8
years),young learners are basically
imaginative, and as such may be the
major consideration in designing
classroom activities. Thus, free time
activities are appropriate to encourage
them to be mor imaginative and develop
their sense of inner subjective self.
*Age-appropriate activities enhancing
sense of responsibilities may be
continued with complexity.
*Concrete props and visual aids could
enhance the learning of sophisticated
materials. Manipulatives are also helpful
in enhancing their imagination and for
them to generate ideas.
*They maybe introduced to lecturer, but
should be brief and organized
considering the span of their attention.
*In formal classes in the primary level,
examples and problems given by the
teacher should be familiar to the yung
learners.Activities on classifying objects
in terms of uses and other criteria may
be given with increasing complexity.
*They may also be introduced to tasks
that will further develop their logico-
mathematical skills like dealing with
problems that will enhance analysis in
the form of riddles and brain teasers.
*At Late Childhood (9 to 11
years),young learners are becoming
ingeuous since they have already
acquired certain social and technical
skills especially in solving practical
problems.
*Gross motor skills may be enhanced by
asking them to perform more complex
physical activities in their favorite sorts
like softball and basketball which
 eventually results to better speed, agility
and balance.
*Fine motor skills maybe further
enhanced through long writing activities
in cursive form and the development of
handicrafts in Home Economics.
*Simple activities requiring abstraction
maybe introduced as a form of transition
from concrete to formal learning.

Summary

 Physical development is the dimension of human development which

primarily involves the growth of bones and muscles. The over-all process
results to the increase in size and height.
 It has two major stages namely: prenatal growth stage and postnatal stage.
Prenatal growth stage happens before birth and includes the processes of
fertilization, cleavage, gastrulation, organogenesis and the eventual
preparation of the fetus to face the outside world. Postnatal growth stage
happens immediately after birth and is characterized by increase in body and
brain size.
 Age-appropriate learning activities need to be emphasized as young learners
become more and more receptive about the world. Varied learning activities
contribute to the over-all architecure of their brain.
 Teaching approaches could be designed based on the developmental
milestones in Infancy, Babyhood, Toddlerhood, Early Childhood, Middle
Childhood, Late Childhood and Adolescence. Each stage has its own
approaches and methods considering the abilities of the learners at a
particular stage, their context and their developmental history. The key
element here is appropriateness of the approach, the variety of the
techniques and the degree of learning engagement.

Let’s do some exercises!

A. Choose the correct answer from the given list of choices.

1. Which process result to the formation of zygote?

a. Cleavage b. Gastrulation c. Organogenesis d. Fertilization
2. Which event is characterized by rapid growth in the body after birth brought
about by an increase in the number of cells?
 a. Fertilization stage b. Prenatal growth stage c. Postnatal growth
stage d. Organogenesis stage
3. In the process of organogenesis, which is the origin of the skeletal, muscular
and circulatory system? a. ectoderm b. germ layer
c. mesoderm d. endoderm
4. Which period of gestation are the limbs starting to become visible and the
fetus is able to move its arms and legs? a. First trimester
b. Third trimester c. Second trimester d. Fourth trimester
5. Which is the correct sequence in the postnatal growth stage?
a. infancy, babyhood, childhood, and adolescence
b. babyhood, infancy, adolescence, and childhood
c. babyhood, infancy, childhood, and adolescence
d. infancy, babyhood, adolescence, and childhood
6. Which stage are young learners willing to test their limits that could lead to
injuries and learning? a. Toddlerhood b. Early Childhood
c. Middle Childhood d. Adolescence
7. Which of the following could be the result of poor synaptic formation?
a. Mental Disorder b. Poor processing of Information
c. Autism Spectrum Disorder d. Multiple Physical Disabilities
8. At what stage do speech and motor skills start to become fixed due to the
thickening of the axons and the further myelination? a. Infancy
b. Late Childhood c. Middle Childhood d. Adolescence
9. At what stage do teachers have to introduce the development of academic
competencies as school life becomes more and more academically
demanding? a. Early Childhood b. Late Childhood
c. Middle Childhood d. Adolescence
10. At what stage is tummy time introduced which is a strategy for developing
the motor skills of young learners at an early age? a. Infancy
b. Early Childhood c. Babyhood d. Middle Childhood

B. Discuss the following comprehensively:

How do we help our young learners develop physically considering the
following stages of their development? What particular methods and
approaches can we use? a. Babyhood b. Toddlerhood
c. Middle Childhood d. Adolescence