PROF. ED.

1 (The Child and Adolescent Learners and Learning

Principles)
MODULE 2: The Stages of Development and Developmental Tasks
(Week 3 & 4)

THIS MODULE HAS THE FOLLOWING FORMAT

1. Take the Challenge – this part contains the learning

Outcomes of each module.
2. Introduction – this gives an overview or a brief
background of the module.
3. Advance Organizer – this helps the learner create a
map of the main concepts in the module. This will
help them learn and remember more effectively how
the concepts are interrelated.
4. Activity – this is the first phase of the lesson. It
engages the learners in an activity either as an
individual or as a group.
5. Analysis – in this phase of the lesson, the learners are
help to look back to the activity, think and analyze
what happened, what they saw, heard, did and felt.
6. Abstraction/Generalization - in the third phase of
lesson development, the learners are helped to arrive
at generalizations or abstractions. The teacher, in
a lecturette, connects these generalizations to concepts
and principles written by authorities on the subject.
7. Application – this is the transfer of learning. What has
been learned is applied in another relevant situation.
8. Synapse Strengtheners – this part serves an evaluation
function. The learners cannot do what are asked unless
they have mastered concepts and principles. This part
has also an integrative function. To do what is asked in
this portion is an opportunity for the learners to show
the connectedness of these concepts and principles.
9. Research Connection – this gives the student an
opportunity to extend his/her learning by reading and
synthesizing at least one related research.
10. Assessment Task/s – the module ends with an
assessment task to determine if the intended learning
outcome/s has/have been attained. The assessment
task begins with non-stop reflective writing activity,
 THIS MODULE HAS THE FOLLOWING CONTENTS:

MODULE 2: The Stages of Development and Developmental Tasks.

Just a little housekeeping before you get started, take a closer look at the following
reminders first;

1. Use the module with proper care. Do not put necessary

mark/s on any part of it. Use black pen and yellow
papers in answering the tasks/activities/tests.
2. Take your time in reading the lessons. Read
the instruction carefully before doing each task.
Finish the task at hand before moving on to the next
task.
3. If you encounter any difficulties, write it down
or Clarifications and consult/discuss this with
our instructor via text messages, chat, or email
during the subject’s time slot (MWF, 6:00-7:00). Any
queries before and after the scheduled time will not be
entertained.
4. You are given two weeks to finish this module. Once
you are done or through with it, return this module
to your instructor/facilitator and get the next module.

GOOD LUCK!!!

TAKE THE In this nodule, challenge yourself to

attain the following learning outcomes:

a. Define developmental tasks in your own words.

b. Describe the developmental tasks in each developmental
stage.
c. Come up with research abstracts/summaries of
researches on developmental tasks.

For every developmental stage, there is an

INTRODUCTIO expected developmental task. What happens when
the expected developmental tasks are not achieved at
the corresponding development stage? How can you
help children achieve these developmental tasks?
 ADVANCE ORGANIZER

In activating prior knowledge, this first phase of the lesson

ACTIVITY
will serves as the hook. Study the pictures posted above, then,
answer the following questions. Write your answers in yellow
papers.
Do this activity before moving on to the next activity.

1. Do the pictures suggest the respective developmental stages?

2. Symbolize each developmental stage. Give a symbol that stands for the
developmental task for each stage.
3. If you were given a chance, which developmental stage would you like to be in?
Why?

You will earn 20 points in this activity. Let’s see how you scored in the pre-
test. Count the number of check marks (√) to know your pre-assessment
rating. Equivalents are as follows;
20 - 1.00 19 – 18 - 1.25 17 - 1.50 16 - 15 - 1.75
14 - 2.00 13 - 12 - 2.25 11 - 2.50 10 - 9 - 2.75
8 - 3.00 7 - 6 - 3.25 5 - 3.50 4 – 3 - 3.75
2 – 4.00 1 - 0 - 5.00

ANALYSIS: In this phase of the lesson, you need to go back to the activity. Go
back to each picture and write phrases about why you think the picture can be
associated with developmental stages.

ABSTRACTION/ Hello! Welcome to the third phase of lesson

GENERALIZATION development. In this phase, lessons will be
presented. You need to read with comprehension all
the lessons presented herein so that you will be
guided in making generalizations or abstractions.
Then, connecting the concluded generalization or
abstraction to concepts and principles written by
authorities on the subject
So, prepare your ability for more strenuous
mental activities by reading and understanding the
following;
 PRE-NATAL PERIOD

Referring to pre-natal development, Santrock (2202) asked the following

questions succinctly:
“How from so simple a beginning do endless forms develop and grow and
mature? What was this organism, what it is now, and what will it become? Birth’s
fragile moment arrives, when the newborn is on a threshold between two worlds.”

INFANCY (FROM BIRTH TO 2 YEARS)

As newborns, we were not empty-headed organisms. We cried, kicked,

coughed, sucked, saw, heard, and tasted. We slept a lot and occasionally we smiled,
although the meaning of our smiles was not entirely clear. We crawled and then we
walked, a journey of a thousand miles beginning with a single step. …Sometimes we
conformed, sometimes other conformed to us. Our development was a continuous
creation of complex forms, and our helpless kind demanded the meeting eyes of love.
we split the universe into two halves: “me and not me.” And we juggled the need to
curb our own will with becoming what we could will freely. (Santrock, 2002)

EARLY CHILDHOOD (3 TO 5 YEARS)

In early childhood, our greatest untold poem was being only for years old. we
skipped, played, and run all day long, never in our lives so busy, busy becoming
something we had not quite grasped yet. Who knew our thoughts, which worked up
into small mythologies all our. Our thoughts and images and drawings took wings.
The blossoms of our heart, no wind could touch. Our small world widened as we
discovered new refuges and new people. When we said “I” we meant something
totally unique, not to be confused with any other.” (Santrock, 2002).

MIDDLE AND LATE CHILDHOOD (6-12 YEARS)

“In middle and late childhood, we were on a different plane, belonging to a

generation and a feeling properly our own. It is the wisdom of human development
that at no other time we are more ready to learn than at the end of early childhood’s
period of expansive imagination. Our thirst was to know and to understand. Our
parents continued to cradle our lives but our growth was also being shaped by
successive choirs of friends. We did not think much about future or the past, but
enjoyed the present.” (Expect for a few words, the paragraph is taken from Santrock,
2002).

ADOLESCENCE (13-18 YEARS)

“In no order of things was adolescence, the simple time of life for us. We clothed ourselves
with rainbows and went ‘brave as the zodiac’, flashing from one end of the world to the other. We
tried on one face after another, searching for a face of our own. We wanted our parents to
understand us and hoped they would give up the privilege of understanding them. We wanted to fly
but found that first we had to learn to stand and walk and climb and dance. In our most pimply and
awkward moments we became acquainted with sex. We played furiously at adult games but were
confined to a society of our own peers. Our generation was transmitted to the best and the worst of
our parents’ generation was transmitted to the present. In the end, there were two but lasting
bequest our parents could leave us - one being roots, the other wings. (Santrock, 2002).

EARLY ADULTHHOD (19-29 YEARS)

Early adulthood is a time for work and a time for love sometime leaving little
time for anything else. For some of us, finding our place in adult society and
committing to a more stable life take longer than we imagine. We still ask ourselves
who we are and wonder if it isn’t enough just to be. Our dreams continue and our
thoughts are bold but at some point we become more pragmatic. Sex and love are
powerful passions in our lives – at times angels of light, at other times of torment.
And we possibly will never know the love of our parents until we become parents
ourselves. (Santrock, 2002).

MIDDLE ADULTHOOD (30-60 YEARS)

In middle adulthood what we have been forms what we will be. For some of
us, middle age is such a foggy place, a time when we need to discover what we are
running from and to and why. We compare our life with what we vowed to make it.
In middle age, more time stretches before us and some evaluations have to be made,
however reluctantly. As the young/old polarity greets us with a special force, we
need to join the daring of the youth with the discipline of age in a way that does
justice to both. As middle-aged adults we come to sense that the generations of living
things pass in a short while and like runner hand on the torch of life. (Santrock,
2002).

LATE ADULTHOOD (61 YEARS AND ABOVE)

“The rhythm and meaning of human development eventually wend their way
to late adulthood, when each of us stands alone at the heart of the earth and
“suddenly it is evening.” We shed the leaves of the youth and are stripped by the
winds of time down the truth. We learn that life is lived forward but understood
backward. We trace the connection between the end and the beginning of life and try
to figure out what this whole show is about before it is over. Ultimately we come to
know that we are what survives of us (Santrock, 2002)

Complete the following statements;

After reading the articles, I realized that _______________________________________
_______________________________________________________________________________
The concept is related to the work/principle./ theory of ________________________
That says _____________________________________________________________________
________________________________________________________________________________

You will earn 10 points in this activity. Let’s see how you scored in the analysis. Count the
number of check marks (√) to know your pre-assessment rating. Equivalents are as follows;
10 - 1.00 9 - 1.25 8 - 1.50 7 - 1.75
6 - 2.00 5 - 2.25 4 - 2.50 3 - 2.75
2 - 3.00 1 – 4.00 0 - 5.00
 The application of the different stages of development will be done as you explore the
succeeding activities. For now, keep the 9 stages of development in mind as you explore
the rest of the activities. Always try to relate these stages of development to the
concepts you will learn, especially when you do the 5-minute non-stop writing at the
practice task. Happy learning!

APPLICATION: Read and answer the following guide

questions;
1. How many developmental stages were described? How do these stages compare
to Havighurt’s developmental stages given below?

Havighurst has identified six major age periods:

a. infancy and early childhood (0-5 years), b. middle childhood (6-12 years),
c. adolescence (13-18 years), d. early adulthood (19-29 years),
e. middle adulthood (30-60 years), and f. later maturity (61+)

2. What is an outstanding trait or behavior of each stage?

3. What task/s is/are expected of each developmental stage?

4. Does a developmental task in a higher level require accomplishment of the

lower level developmental?

5. Refer to Havighurt’s Developmental task given in the table on the next page.
Match the descriptions given by Santrock. Are Havighurst and Santrock saying
the same things?

You will earn 30 points in this activity. Let’s see how you scored in the pre-test. Count the number
of check marks (√) to know your pre-assessment rating. Equivalents are as follows;
30-29 - 1.00 28 – 27 - 1.25 26-24 - 1.50 23 -22 - 1.75
21 -20 - 2.00 19 - 17 - 2.25 16 -15 - 2.50 14 - 13 - 2.75
12 -10 - 3.00 9 - 8 - 3.25 7 - 6 - 3.50 5 – 4 - 3.75
3 - 2 – 4.00 1 - 0 - 5.00

The next task is an opportunity for you to learn

important concepts. It is very important to be mindful
of these as it has great effects on your 5 minute non-
stop writing.

SYNAPSE STRENGTHENERS 1: Read and

understand the following lessons;
 CONCEPT OF DEVELOPMENTAL TASKS

In each stage of development a certain task or tasks are expected of very

individual. Robert Havighurst defines developmental task as one that “arises at a
certain period in our life, the successful achievement of which leads to happiness
and success with late tasks while failure leads to unhappiness, social disapproval,
and difficulty with later tasks.” (Havighurst, 1972).

DEVELOPMENTAL STAGES

There are eight (8) developmental stages given by Santrock. The eight (8)
developmental stages cited by Santrock are the same with Havighurst’s six (6)
developmental stages only that Havighurst did not include prenatal period.
Havighurst combines infancy and early childhood while Santrock mentioned them
as two (20 separate stages. These developmental stages are describes more in detail
in the next paragraphs.

THE DEVELOPMENTAL TASK (SANTROCK, 2002)

Let’s describe the developmental task and outstanding trait of each stage as
described by Santrock and compare them to those listed by Havighurst himself.

1. Prenatal period (from conception to birth) – It involves tremendous

growth – from a single cell to an organism complete with brain and behavioral
capabilities.

2. Infancy (from birth to 18-24 months) – A time of extreme dependence

on adults. Many psychological activities are just beginning - language,
symbolic thought, sensorimotor coordination and social learning.

3. Early childhood (end of infancy to 5-6 years (Grade I) – These are

the preschool years. Young children learn to become more self-sufficient and to
care for themselves, develop school readiness skills and spend many hours in
play with peers.

4. Middle and late childhood (6-11 years of age, the elementary

school years) – The fundamental skills of reading, writing and arithmetic
are mastered. The child is formally exposed to the larger world and its
culture. Achievement becomes a more central theme of the child’s world and
self-control increases.

5. Adolescence – (10-12 years of age ending up to 18-22 years of

age) Begins with rapid physical changes – dramatic gains in height and
weight, changes in body, and the development of sexual characteristics such
as enlargement of breast, development of pubic and facial hair, and
deepening of the voice. Pursuit of independence and identity are prominent.
Thought is more logical, abstract and idealistic. More time is spent outside of
the family.

6. Early adulthood (from late teens or early 20s lasting through

the 30s) – It is the time of establishing personal and economic independence,
 career development, selecting a mate, learning to live with someone in an
intimate way, starting a family and rearing children.

7. Middle adulthood (40 to 60 years of age) – It is a time of expanding

personal and social involvement and responsibility; of assisting the next
generation in becoming competent and mature individuals; and of reaching
and maintaining satisfaction in a career.

8. Late adulthood (60s and above) It is a time for adjustment to decreasing

strength and health, life review, retirement, and adjustment to new social
roles.

DIRECTION: After reading the

SYNAPSE STRENGTHENERS 2 article, do this act task by expressing
yourself in the following;
1. What are the implications of these developmental tasks to your role as a teacher
and or parent? _________________________________________________________
________________________________________________________________________

2. Pay particular attention to each of the developmental stages – prenatal period,

infancy, early childhood, middle and late childhood and adolescence.

a. Pre-school period – what are pregnant others supposed to do to ensure

the birth of a normal and healthy baby? _____________________
____________________________________________________________________
____________________________________________________________________
b. Infancy - what should mothers and baby sitters do and not do to help
infants develop normally and healthily? ___________________________
____________________________________________________________________
____________________________________________________________________
c. Early Childhood – What are preschool teachers supposed to do with
preschoolers? (Help them develop readiness for school and not to be too
academic in teaching approach. They ought to give much time for
preschoolers to play. Or perhaps help preschoolers develop school readiness
by integrating children’s games in school activities.)
____________________________________________________________________
____________________________________________________________________
d. Middle and Late childhood
Elementary school teachers ought to help their pupils by
__________________________________________________________
__________________________________________________________
Parents ought to help their children
_____________________________________________________________________
_____________________________________________________________________
e. Adolescence
 High school teachers ought to help their students by
_____________________________________________________________________
_____________________________________________________________________
Parents ought to help their teenage children by
_____________________________________________________________________
_____________________________________________________________________

f. Early adulthood College

Teachers ought to help their children by _____________________________

Parents can help their children who are now young adults by
_______________________________________________________________________
_______________________________________________________________________

g. Middle adulthood
What should adults do to obtain satisfaction in their career?
_____________________________________________________________________
_____________________________________________________________________
What should schools teach for students to be prepared for middle school
adulthood? In their retirement, adults should
____________________________________________________________________
____________________________________________________________________

h. Late adulthood
In their retirement, adults should
____________________________________________________________________
____________________________________________________________________
How should children relate to their parents in their late adulthood stage?
_____________________________________________________________________
_____________________________________________________________________

What should teachers teach to students on how they should treat and relate
to parent, grandparents in their late adulthood?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Discuss the meaning of this quotation. Then relate it to the stages of

development.

“ Who are you?”, asked the caterpillar. Alice replied rather shyly, “I-I hardly
know, Sir, just at present – at least I know who I was when I got up this morning,
but I must have changed several times since then.”

You will earned 20 points in this activity. Let’s see how you scored in performance task 2.
Count the number of points to know your assessment rating. Equivalent are as follows;
20 - 1.00 19 – 18 - 1.25 17 - 1.50 16 - 15 - 1.75
14 - 2.00 13 - 12 - 2.25 11 - 2.50 10 - 9 - 2.75
8 - 3.00 7 - 6 - 3.25 5 - 3.50 4 – 3 - 3.75
2 – 4.00 1 - 0 - 5.00
 Now, you will be given another SYNAPSE STRENGTHENERS for your practice
task 3. As you go on with the activity, you will learn that answering is not just
fun and exciting but also an opportunity to improve your skills. So, prepare
yourself and get started!

Prepare yourself and get started

SYNAPSE STRENGTHENERS 3. practice task 3 as follows;
1. Complete this unfinished sentence.
Development tasks are _______________________________________________
_______________________________________________________________________

2. Enumerate outstanding characteristic trait and developmental task of the

different developmental stage that you have learned from this module.
_______________________________________________________________________
_______________________________________________________________________

You will earn 15 points in this task. Let’s see how you scored in performance
task 3. Count the number of points to know your assessment rating.
Equivalent are as follows; 15 - 1.00 14 - 1.25 13-12 -
1.50 11 - 1.75 10 - 2.00 19 - 17 - 2.25 16 -15 - 2.50
14 - 13 - 2.75
12 -10 - 3.00 9 - 8 - 3.25 7 - 6 - 3.50 5 – 4 - 3.75

RESEARCH CONNECTION
1. Read a research related to developmental stages and developmental tak. Fill
out the matrix below.

Problem Research Methodology

Findings Source: (bibliographical entry format) Conclusion

_________________________________________

How are findings of this research useful to teachers?

You will earn 10 points in this activity. Let’s see how you scored in the analysis.
Count the number of check marks (√) to know your pre-assessment rating.
Equivalents are as follows;
10 - 1.00 9 - 1.25 8 - 1.50 7 - 1.75
6 - 2.00 5 - 2.25 4 - 2.50 3 - 2.75
2 - 3.00 1 – 4.00 0 - 5.00
 ASSESSMENT: Read and answer the following questions:

A. Put a check (/) beside those statements that are correct and an (X) beside those
that are wrong. If your answer is an X, explain why.
_______l. Developmental tasks are only for the first 3 stages of human
development.
_______2. Failure of achieving developmental tasks in an early stage also
means failure for the learner to master the developmental task in
the next stage.
_______3. Preschool age corresponds to early childhood stage.
_______4. Adolescence is middle and late childhood stage.
_______5. Teenage is middle childhood.
_______6. Mastery of fundamental skills is a major concern during early
childhood.
_______7. Play is a great need of children in middle childhood.
_______ 8. Preparing children for school readiness is the major concern of
middle childhood.
B. Reflect on your early childhood, middle and late childhood days, were you able
to acquired the developmental tasks expected of early, middle, late childhood
and adolescence? What facilitated your acquisition of the ability to perform
such tasks? Write your reflection.
C. Having mastered the developmental tasks of early childhood middle and late
childhood and adolescence, reflect on what you should do as a teacher to
facilitate your students’ acquisition of these developmental tasks. Write down
your reflections.

You will earn 20 points out of this post-test. Let’s see how you scored in this test. Equivalents
are as follows;
20 - 1.00 19 – 18 - 1.25 17 - 1.50 16 - 15 - 1.75
14 - 2.00 13 - 12 - 2.25 11 - 2.50 10 - 9 - 2.75
8 - 3.00 7 - 6 - 3.25 5 - 3.50 4 – 3 - 3.75
2 – 4.00 1 - 0 - 5.00

Congratulations! You are done with Module 2.

Now, you are ready with Module 3.