LICENSURE EXAMINATION FOR TEACHERS (LET)

WHAT TO EXPECT
FOCUS: Professional Education
Child and Adolescent Development

LET Competencies:
1. Interpret theories and findings related to child and adolescent
development along the biological, linguistic, cognitive, social and psychological
dimension

PREPARED BY: Aggarao, Marivilla Lydia B.

PART I: Content Update

Basic Concepts:
Growth - physical and physiological changes that occur throughout life (quantitative changes)
Development - progressive continuous change in the organism from birth to death
Heredity (nature) the totality of characteristics, transmitted from the parents to the offspring.
Environment (nurture) the totality of any aspect of physical and social phenomena which
or affects an individual organism.

2 Kinds of Environment
1. Internal fertilization to birth
- period of gestation
2. External birth to tomb
Maturation gradual unfolding of the innate characteristics that result from the aging process;
internal ripening

ASPECTS OF DEVELOPMENT
Physical changes in body, brain sensory capacities and motor skills
Cognitive changes in mental abilities such as learning, memory, reasoning, thinking and
language
Emotional changes in dealing with oneself
Social changes in relationship with others
Moral knowing what is right and wrong
Psychosocial can affect cognitive and physical functioning
ex. Anxiety about taking an exam can impair performance

Life Span
The life of an individual organism from birth to death.

Human Development
It refers to the scientific study of the qualitative and quantitative ways by which people change
over time.

Developmental Task
It refers to behavior that is expected to be manifested at or about a certain period in the life of an
individual; social expectations

Developmental Stage
It is a distinct period of the life cycle characterized by a particular sets of abilities,
motives, behavior and emotion that occur together and form a coherent pattern

TWO MAJOR DIVISIONS OF DEVELOPMENTAL STAGES

PRE-NATAL

Stage Individual Age

1.Zygotic/Germinal Zygote Fertilization
2. Embryonic Embryo Fertilization 2 weeks
3. Fetal Fetus 2 wks. to 9 mos. old

POST-NATAL

Stage Individual Age

4. Neonatal Neonate Birth 2 wks to 1 month
5. Toddlerhood/ Babyhood Toddler/baby 1 month 2 yrs
6. Childhood Child 2 yrs 11 yrs
7. Adolescence Adolescent 11 yrs (girls) 13(boys) 21 late
8. Adulthood Adult 21 yrs 65 yrs
9. Senescence/old age Old woman/man 65 yrs - death
PRINCIPLES OF HUMAN DEVELOPMENT
PRINCIPLE FOCUS
1. The development of The process of heredity and
an organism is the result environment are
of the interaction interdependent and
between heredity complimentary. Neither
(nature) and appears to be dominant.
environment (nurture). Height while largely
determined by heredity is also
affected to an extent by
nutrition.
2. Growth is sequential Growth follows an orderly
sequence which in general is
the same for all individuals.
All aspects of development be
it in language, motor, social,
occur sequentially.
3. Growth is patterned. There are no two identical
growth patterns.
Each child has his/her own
characteristic rate.
APPLICATION-
CLASSROOM SITUATION
Teachers to take note or consider
the family background of the child
as well as the environment where
he/she was born or grew up to
better understand him/her
especially his/her behavior.
Teachers to know in what stage in a
particular aspect of growth the
child is so he/she would know what
to expect and also what to do to
prepare the child for the next stage
of development
Children should never be compared
unless their rate and pattern of
growth have been taken into
account.
4. Development rates
vary
5. Each stage of
development has
characteristic traits.
6. Maturation or
readiness should
precede certain types of
learning
7. The body tends to
maintain a state of
equilibrium called
homeostasis.
The speed of development is Teacher to understand that girls
not even. mature earlier than boys. Growth
Each part of the body has its rate may be retarded by illness and
own particular rate of growth. certain types of deprivation such as
Children tend to inherit the prolonged poor nutrition.
physique of their parents.
Characteristic traits vary at Knowledge of characteristic traits
each stage of development at different stages can be of
Traits become more complex considerable value for teachers in
as the child gets older. choosing he appropriate activities
as well as the methods of teaching.
Definite degrees of maturity Teacher to consider the maturity
are prerequisite to various level of the child in asking him/her
kinds of learning to do something. Forcing a child
who is not mature or ready may
lead to personality disturbance.
There is a wisdom of the body. Teacher to be a keen observer so
Strives to preserve a constant he/she can do something when
internal environment despite signs of uneasiness or boredom on
changing conditions, whether the part of the students is shown or
internal or external exhibited, while he/she is teaching
or observing the students do
something.

INFANCY

Two Divisions:
1. Period of Partunate from birth to cutting and tying of the umbilical cord
2. Period of Neonate from cutting and tying of the umbilical cord to the end of second week

Characteristics
1. shortest period
2. hazardous
3. radical adjustment

Two Predictable Characteristics

1.Cephalocaudal trend development proceeds on a head to foot direction in the body
2. Proximodistal trend parts of the body nearestto the center are the earliest to develop

BABYHOOD

1. Lap baby
2. Toddler

Characteristics
 1. Socialization starts
2. True foundation
3. Creativity
4. Appealing
5. Decreased dependence

EARLY CHILDHOOD

1. Problem/Troublesome/Toy age
2. Preschool age
3. Pre-gang/Exploratory/Questioning age
4. punishment/praise

Characteristics Classroom Implication

PHYSICAL Provide plenty of opportunities for running, climbing,

Extremely active; good control of
oneself;
Clumsy because tiny /small muscles
are not yet fully developed
Difficulty focusing on small objects
and jumping but these should be under control
Schedule quite activities after strenuous ones
Avoid too many small motor activities such as pasting
paper chains; provide big tools and supplies
As much as possible, minimize the need for children to
look at small things
Intervene immediately when blows to the head in games
or fights between children occur, and explain why
Avoid boy-girl comparisons or competition in involving
such skills

SOCIAL Provide assistance to those who like to be with others

Friendship with same sex; able to
play with most children
Small play groups
Play patterns vary gender, age,
social class
Sex role typing is evident
but lack the confidence or ability to join them
Determine when silence and sedentary activities are
justifiable
Determine what type of social behaviours each child
exhibits and provide appropriate activities, especially
free play and experimentation
Give attention to the variety of play activities to know
what play patterns most children prefer or should be
provided to them
As much as possible, let the children settle their
differences and intervene only quarrels get out of hand.
Help children resist forms of sex typing and begin to
acquire traits of both sexes (andragogy)
 EMOTIONAL
Emotions are freely expressed
Jealousy occurs seek attention
COGNITIVE
Most likely to talk in groups;
Persistent use of own language
MORAL
Morality is influenced by adults
surrounding them
MIDDLE CHILDHOOD
1. Still extremely active, hence, when restricted, their energy is released through nervous
habits (e.g.fidgeting)
2. Bone growth is not complete yet
3. Somewhat more selective with friends
Characteristics
PHYSICAL
Nervous habits occur when energy is
restricted (ex.fidgeting)
Easily gets fatigued because of physical
and mental exertion.
Cant stand on heavy pressure
Let children express their feelings within broad limits
so they can recognize and face their emotions
Spread attention as equitably as possible; do most
praising in private
Provide sharing time sessions and at the same time
help them become good listeners
Limit any attempts at grammar instruction to modelling
(delay formal grammar instruction until 2nd and 3rd
grade)
Interact with children often, showing interest in what
they do appreciating their achievement and allowing
them to investigate and experience many things
independently to certain limits.
Interact with children often, showing interest in what
they do appreciating their achievement and allowing
them to investigate and experience many things
independently to certain limits.
Classroom Implication
Avoid rules that require them to stay quite for long
periods; have frequent breaks; provide active class
work
Schedule quite and/or relaxing activities after
periods of mental concentration
Avoid scheduling too much writing at one time
Try not to require too much reading at one stretch.
Prepare materials with large prints
Encourage participation in essentially safe games
Encourage competition involving coordinated
skills
SOCIAL
More selective of permanent friends
Organized games in small groups
Words are used more than physical
aggression when in trouble
EMOTIONAL
Sensitive to criticism/ridicule;
difficulty adjusting to failure;
Pleases teachers
Becomes sensitive to the feelings of
others
COGNITIVE
Eager to learn;
More facility in speech than in writing;
Generalization is based on concrete
experiences
MORAL
Complaints are easily told maybe out of
jealousy or simply to get the attention of
the teacher
LATE CHILDHOOD
1. Troublesome/ sloppy/ quarrelsome
2. Elementary school age
3. Gang/Conformity/creativity
Characteristics
PHYSICAL
Girls mature earlier than boys;
Physical changes are evident; curiosity
on sex orientation
Has good grasp of small objects
Sociograms may be used to gain insight into
friendships, give some assistance to children who
have difficulty in making friends
Promote the idea that games should be fun and not
excessively competitive
Try to give children a chance to work out their own
situation to disagreements as social conflict is
effective in spurring cognitive growth
Give frequent praise and recognition and other
positive reinforcement especially for academic
behavior
Assign jobs on a rotating basis
Be alert about the group pastime of increased
teasing particular child so much that it may make a
tremendous effect on the attitude towards school of
the victim.
Sustain their eagerness to learn
Control participation so that they speak up only
when called upon
Let them be aware that you know the situation
already and that you will do something about it.
Classroom Implication
Conflicts between physical attributes and sex
roles might arise, try to explain that things will
eventually even out and to persuade pupils that
being male or female should not in itself
determine what a person does
Try to give accurate and unemotional answers to
questions about sex
Provide arts and crafts and musical related
 creative activities

SOCIAL Keep in mind the pupils growing independence

Peer influences are powerful than
adults (peer group)
Increase development of interpersonal
reasoning that leads to greater
understanding of others feelings
and their need for understanding and limit
setting rather than punishment, provide
cooperative activities
Try to play down comparisons between best and
worst learners
Encourage pupils to participate in rule setting
Keep students constructively busy

EMOTIONAL May need provisions for counselling, parent

Delinquent behavior due to
dysfunctional family, social rejection;
Behavioral disorder: ADHD, anxiety,
withdrawal, antisocial, excessive fears,
eating disorder
training and mastery of basic academic skills
Report unusual and repeated episodes of disorder
to parents and school counsellor

COGNITIVE Provide opportunities to learn for both sexes to

Sex difference in specific abilities further lessen differences
decrease in number; Used varied teaching methods and approaches
Differences in cognitive styles become
apparent;
Abstract thinking develops

MORAL Allow them to take greater responsibilities

Guilt feelings are governed by personal Expose children to leadership skills
responsibility;
Queries on justice;
Follows advance internalized standards

PUBERTY

pubertas age of manhood

Spermache - males
Menarche females

3 Stages
1. Prepubescent child but not yet adolescent
2. Pubescent dividing line between child and adolescent
3. Postpubescent
adolescere to grow into maturity
Storm and stress
Vocational / social intimacy
Contemplation
Characteristics
PHYSICAL
Completion of growth spurt is more
evident to girls than boys;
Conscious of appearances;
Poor sleeping habits and diet but have
good health
SOCIAL
Desire for greater independence is
sought;
Conformity with group;
Great concern on what others might think
of them
EMOTIONAL
Identity crisis; low self-esteem due to
rapid changes in physical outlook;
Increased academic responsibility
COGNITIVE
Have increased ability to engage in
mental manipulation/ test hypotheses;
liberal and abstract thoughts
Classroom Implication
Give students extra opportunities to gain status and
self-confidence by succeeding in school work or
other non-athletic activities and recognizing their
achievements
Provide accurate information/answers to questions
asked
Establish a class routine that includes completion of
activities about two-three minutes before end of
period to give students time for grooming and
social interaction
Provide frequent changes of pace and breaks to
address drowsiness to some extent
Involve students in establishing class rules and
routine
Encourage information of personal values through
technique such as values classification or voice
their opinions in writing
Be a sympathetic listener especially to those who
often show depression and preoccupation
Provide activities on self-awareness and acceptance
and opportunities for more academic work,
accompanied by incentives and rewards and
involvement of decision- making
Give more opportunities to make personal
regarding academic work and to express own views
 MORAL Allow them to resolve conflicts but with minimal
Willingness to obey rules, respect of supervision
authority and individual rights;
Conflict resolution

CHILD DEVELOPMENT THEORIES

Child Development Theories are organized set of principles that are designed to predict and
explain something observations and discoveries about child development.

PSYCHOANALYTIC THEORY (SIGMUND FREUD)

- focuses on social and emotional development
- early experiences and unconscious emotional conflicts can have a dramatic effect on the
developing personality.

Three personality structures:

Id pleasure principle
Ego conscious; doer; reality
Superego conscience / morality
Fixation staying at a particular stage

PSYCHOSEXUAL STAGES (SIGMUND FREUD)

Oral stage - birth to 1 year old
mouth - erogenous zone
Gratifying activities: nursing, eating,mouth movement sucking, gumming, biting, and
swallowing
Oral fixation:
Smoking
Constant chewing of gums, pens, etc.
Nail biting
Over eating
Drinking

Anal stage 1 to 3 years old

Anus erogenous zone
toilet training
Gratifying activities: bowel movement
Anal fixation:
Anal-expulsive personality
- sloppy, disorganized, reckless, careless, defiant
Anal-retentive personality
- meticulous, conforming, stingy, passive

Phallic stage 3 to 6 years old

 self-stimulation of the genitals
Gratifying activities: masturbation / genital fondling
Oedipus complex father rival
Electra complex mother rival

Phallic fixation:
For men: anxiety and guilty feelings about sex, fear of castration
For women: envy and inferiority

Latency stage 6 to 12 yrs. old to puberty

A time for:
learning, adjusting, absorbing the culture, forming beliefs and values, developing
friendships, engaging in sports, sex instincts are calm

Genital stage - puberty onwards

Genital: erogenous zone
Gratifying activities: pleasure from sexual relationships
Renewed sexual interest and desire
Oedipus/Electra feelings are reactivated

Classroom Application
Help the child to overcome fixation like diverting his/her attention/energy into positive action
Fixation is not the end result

PSYCHOSOCIAL THEORY (ERIK ERIKSON)

Each stage is characterized by
conflict or crisis that the individual must successfully resolve in order to develop in a healthy
direction.

Stages of Psychosocial Theory:

Trust vs. Mistrust
Infancy (birth to 1 year old)
Trust and security visual contact and touch, secure environment, meet basic needs
Mistrust worthlessness, inadequacy and insecurity occur, suicidal attempts,
Basic strength: Drive and Hope

Autonomy vs. Shame and Doubt

Early Childhood (1- 3 years old)
Can I do things myself or must I always rely on others?
Learning finer motor skills, toilet training
Gain control of oneself, assertiveness self-esteem
Shame and doubt shamed at toilet training
Basic strength: self-control, courage and will
Initiative vs. Guilt
Play age ( 3- 6 years)
Am I good or am I bad?
Desire to copy the adults around
Make up stories, create on play
Explores the world WHY?
Broaden his skills, cooperate and lead as well as to follow; if he is fearful , he will continue to be
dependent on adults.
Basic Strength: Purpose

Industry vs. Inferiority

School age (6-12 years old)
How can I be good?
More aware of themselves
Work hard at being responsible, being good and doing it right
Basic strength method and competence
Related elements in society: division of labor

Identity vs. Role Confusion

Adolescence (12- 20 years old)
Who am I and where am I going?
Experiment with a variety of behaviors and activities ( working, affiliating in political/religious
groups)
Self-concept corresponds with others ideas of him. ( Who am I?)
Basic strength: Devotion and Fidelity

Intimacy vs. Isolation

Young Adulthood (20 - 40 years)
Am I loved and wanted? or Shall I share my life with someone or live alone?
Intimacy of enduring friendship or marriage; fear of abandonment.
Significant relationships.- marital partners, friends
Basic strength: affiliation and love

Generativity vs. Stagnation

Middle Adulthood ( 40 - 65 yrs.)
Will I produce something of real value?
Contributing to society and helping to guide next generation
Expect to be in charge
When interest is lacking, the person stagnates and may regress
Significant relationships:
workplace, community, family
Basic strength: production and care
Related Elements in Society:
Parenting, educating or social involvement
Ego Integrity vs. Despair
Late adulthood (old age to death)
Have I lived a full life?
Retrospection: looking back on ones life and accomplishments
leading a successful life integrity
unproductive life dissatisfied and develop despair leading to depression and
hopelessness

Ego Integrity vs. Despair

Stage of facing reality, recognizing and accepting it.
Life has been meaningful
Death as the completion of life
Life is failure despair, struggle to find meaning in life
Basic strength: Wisdom
Classroom Application
Work out conflicts in earlier life to avoid confusion in the future
Allow children to explore in order to develop independence and work harmoniously with peers
and with himself/herself
Knows how to turn down people with prudence

COGNITIVE DEVELOPMENT (JEAN PIAGET)

Views children as constructivists
Curious active explorers who respond to the environment according to their own understanding

1. Sensorimotor- ( birth to 2 yrs.)

Sensory / motor capabilties
Object permanence

2. Intuitive or Pre-operational stage (2 to 7 years old)

Collective monologue
Imaginary friends
Life-like objects
Symbolism (images and languages)
Egocentric

3. Concrete operational stage (7 to 11 years old)

To see is to believe
Logical thinking
Reversibility

4. Formal operations stage

(11 years and beyond)
Metacognition
Logical / scientific thinking
Deductive reasoning
Experience is the best teacher

Classroom Application
Develop and stimulate brain functions through interactive activities

COGNITIVE DEVELOPMENT (JEROME BRUNER)

Language Acquisition Support System (LASS)
The human mind gains inputs through the senses, processes them through cognitive abilities
and produces outputs employing language and creative expression

Involves 3 stages:
Enactive stage (0 to 18 months)
Children respond to sensory stimuli
Objects and experiences represented by sensory inputs

Iconic stage (18 months to 6 years)

Use of pictures and mental images
Child is guided by his mental imagery. He is to form his own mental images

Symbolic stage (6 years onwards)

The child expresses himself in the form of words. Development oflanguage

Classroom application
Applicable to infancy and childhood
Teacher should utilize the internal imagery of the child. This mental imagery of the child would
enable him in the conversation of his experiences and forge ahead of new experiences.

MORAL DEVELOPMENT (LAWRENCE KOHLBERG)

The moral development of each successive generation is of obvioussignificance to society

Moral Development Stages

Level One: Pre-conventional Morality (0-9 years)

1. Young child does not really understand the conventions or rules of a society.
2. Avoids punishment
3. Receives benefits in return

Stages Description

1.OBEDIENCE PUNISHMENT Rules are obeyed simply to avoid punishment

2. INSTRUMENTAL RELATIVIST Rules are obeyed simply to earn rewards

Level Two: Conventional Morality

(9-20 yrs.)
1. Conform to the convention of society because they are the rules of a society
2. Respecting authorities

Stages Description

3.GOOD BOY / NICE GIRL Rules are conformed to in order to avoid

4. LAW & ORDER disappointment and gain approval
Social conventions blindly accepted to avoid
criticism from those in the authority

Level Three: Post Conventional Morality (after age 20 )

The moral principles that underlie the conventions of a society are understood

Stages Description

5.SOCIAL CONTRACT Morality is based on agreement with others

6.UNIVERSAL ETHICAL to serve the common good and protect the
PRINCIPLE rights of others
Morality is a reflection of internalized
standards

Classroom Application
Integration of values in daily teaching
Encourage and affirm good values

LEV VYGOTSKYS SOCIOHISTORIC-COGNITIVE/LINGUISTIC

DEVELOPMENTSOCIAL
Zone of Proximal Development (ZPD) - gap between actual and potential development
*Actual development what children can do on their own
* Potential development what children can do with help
Scaffolding
Competent assistance or support through mediation of the
environment (significant others) in which cognitive, socio - emotional and
behavioral development can occur.

GINZBERG THEORY
it states that the process of making vocational choices in the life of an adult is composed
of major psychological crisis.

Integrated Attachment Theory (John Bowlby and Mary Ainsworth)

Formation of parent-child relationship
It explains the connection between relationships that occur early in our lives and those that
happen later.
Acknowledgement goes to various authors
mlba

Part II: Practice Test

Child and Adolescent Development
1. Rodge is very aloof and cold in his relationships with classmates. Which basic goal must
have not been attained by Rodge during his developmental years according to Eriksons
psychosocial development?
A. Industry
B. Initiative
C. Identity
D. Trust
2. Studies in the area of neurosciences disclosed that the human brain has limitless capacity.
What does this imply?
A. Children can possibly reach appoint a where they have learned everything
B. Every child has his own native ability and his learning is limited to this native
ability
C. Every child is a potential genius
D. Some children are admittedly not capable of learning
3. When the individual is said to be in the integrity rather than despair stage in Eriksons
theory, what does this mean?
A. He / She is sure of his / her own identity.
B. Individual is able to work positively and creatively.
C. Satisfied with his status among his / her peers in work skills.
D. Developed a self-concept that s/he can accept and is pleased with his/her role in
life and what s/he produces.
4. Identical twins were orphaned and raised separately by their relatives who belong to
different socio-economic status. After 10 years, there was a difference in their academic
performance. What explains this difference?
A. Difference in nature.
B. Difference in nurture.
C. Difference in heredity.
D. Difference in intelligence.
5. Mr. and Mrs. Miranda believed that their daughter inherited from them and how they
brought her up contributed greatly to her total development. Therefore, Mr. and Mrs.
Miranda are likely to support which of the following principles of development?
A. Growth is sequential.
B. Developmental rates vary.
C. Each stage of development has characteristic traits.
D. The development of an organism is the interaction between heredity and
environment.
6. Mothers who demand their children ages 3 to 5 to spend their time in serious academic
study forget that early childhood is the
A. Questioning age C. Initiative age
B. Toy age D. Pre-school age
7. Based on Freuds theory, which operate/s when a student strikes a classmate at the height
of anger?
A. Ego C. Super-ego and Ego
B. Id D. Super-ego
8. Why should children be toilet trained?
A. Because it is part of growing up gracefully
B. So they will know what to do as grown ups
C. Because it is a sign of neatness and cleanliness
D. So that it may not cause problems associated with fixation
9. Which of the following statements will not support the concept of individual differences?
A. Use varied activities for a difficult lesson
B. Consider the uniqueness of each student
C. Involve all students regardless of what the activity is
D. Help should be extended to both the gifted and retarded
10. Why should a teacher do a series of observations, not just one, to be able to make a
conclusion regarding an individuals behavior?
A. To see the consistency of the exhibited behavior
B. To check if the model behavior was copied correctly
C. It is better to see the individual show different behavior at different times
D. It is not always possible to draw accurate conclusions by observing only once

11. Mrs. Tiglao observed that her seven year old pupil plays with his penis while she was
explaining the lesson for the day. What should Mrs. Tiglao do?
A. Scold the pupil so he will stop
B. Tell the pupil to stop what he is doing
C. Ignore the pupil and continue with the lesson
D. Do an activity to divert his attention to stop what he is doing
12. According to Kohlberg, a persons moral development is due to maturational factors and
cognitive growth. Which of the following statements best supports his claim?
A. The older the person is, the higher is his level of morality
B. As the person develops, his morality becomes conventional
C. As the person grows and develops, his moral reasoning also gets defined
D. The younger the person is, the higher is his level of morality

13. For most adolescents, peers play an even more important role in life than they had during
childhood. Thus, 15-year old Roy gets hair cut like other boys of his age but different
from his fathers. Which of the following justifies Roys behaviour?
A. The adolescents poses a big problem to his family and thus needs more attention
and understanding
B. The adolescents join the band-wagon even if it is against his will so that he will
be accepted by his peers
 C. It is normal for an adolescent to do things that would displease his parents
D. The adolescents strengthens his own identity by being a member of a group that
defines his difference from his father
14. Which of the following would you consider as a teacher of adolescents?
A. Activities given should be from general to specific
B. Always consider friendship as the basis in grouping students
C. Tasks to be assigned should be those that will make them feel like adults
D. There is a role confusion which implies uncertainty of appropriate behaviour
15. The process of internalizing values will depend upon the attitude we hold. Since this
process takes place gradually, how will you as a teacher go about it?
A. Practice what you teach not only in school community
B. Assign children to read reference on values of other cultures
C. Ask the parish priest or minister to visit your class
D. Invite resource persons to talk about Filipino values in your class
16. The principle of individual differences requires teachers to
A. Treat all learners alike while in the classroom
B. Give greater attention to gifted learners
C. Provide for a variety of learning activities
D. Prepare modules for slow learners in the class
17. In which way does heredity affect the development of the learner?
A. By providing equal potential to all
B. By making acquired traits hereditary
C. By placing limits beyond which the learner cannot develop
D. By compensating for what environment fails to develop
18. Which of the following is NOT a developmental principle?
A. Numerous studies have revealed how individuals develop
B. Social expectations mark every developmental period
C. Early development is more critical than later development
D. Development follows as orderly, predictable sequence
19. In what developmental stage is growth most rapid?
A. Adolescence C. Early Childhood
B. Infancy D. Middle Childhood

20. Early childhood is regarded as teachable stage for the teaching of skills. It is because
children in this stage are ______________.
A. growing fast C. excited with whatever they undertake
B. attracted to games D. adventurous
21. Bruners theory on intellectual development moves from enactive to iconic and symbolic
stages. Applying Bruners theory, how wold you teach?
A. Begin with the concrete C. Begin with the abstract
B. Do direct instruction D. Be interactive in approach
22. Research on Piagetian tasks indicates that thinking becomes more logical and abstract as
children reach the formal operational stage. What is an educational implication of this
finding?
A. Let children be children
B. Expect hypothetical reasoning for learners between 12 to 15 years of age
 C. Engage children in analogical reasoning as eerily as preschool to train them for
higher order thinking skills (HOTS)
D. Learners who are not capable of logical reasoning from ages 8 to 12 lag behind in
their cognitive development
23. It is easy for children to learn language because each person has a Language Acquisition
Devices (LAC) that predisposes one to acquire language. This theory is espoused by
_______
A. Chomsky C. Watson
B. Piaget D. Gardner
24. What is the advantage of knowing the developmental tasks for the stage of development
that the students are in?
A. The students can learn better
B. The teacher will be able to determine whether or not the tasks he / she plans for
the students are appropriate
C. The students will be able to make adjustments with their learning styles and study
habits
D. The teacher can work well with the students parents
25. Julia was first asked to compare identical amount of liquid in two short glasses. The
liquid from one of the two short glasses was poured into taller, slimmer glass of the same
capacity. Julia indicated that the amount of liquid in the two different glasses is still the
same. What is Julia capable of?
A. Reversibility C. Accommodation
B. Assimilation D. Conservation

26. Which situation best illustrates the concept of growth?

A. A kinder pupil gains two pounds within two months

B. An elementary pupil has learned to play piano
C. A high school student gets a score of 85 in a mental ability test
D. An education student has gained knowledge on approaches and strategies for
teaching different subjects
27. While you are teaching your class, you noticed that your student asks permission to go to
the canteen to drink. You yourself feel like drinking a glass of cold water too, because of
the warm weather. Which of the following principles justifies the students behavior?
A. One of the basic needs of man is water
B. The body tends to maintain a state of equilibrium called homeostasis
C. Development is a product of interaction of the organism in its environment
D. The need of one, like water, is the same for all individuals in order to grow and
develop.
28. Lila and Mila are fraternal twins; Lila is an extrovert while Mila is an introvert. Lila likes
to eat spaghetti while Mila dislikes it. On the other hand, Mila gets good grades while Lila
contends herself with fairly good grades. Which of the following principles does not apply
in this case?
A. Each individual is unique
 B. No to individuals are alike
C. Development patterns show wide individual differences
D. Development is a product of interaction of the organism in its environment
29. Lito is very attached to his mother and Lita to her father. In what developmental stage are
they according to Freudian psychosexual theory?
A. Anal C. Phallic
B. Genital D. Latent
30. Christopher kept on sucking his thumb until his adolescence. His needs during his oral
development where not gratified so he became fixated at this stage. Which of the
following theories is generally applied to the early experiences as an explanation for adult
behavior?
A. Psychosocial C. Social Learning
B. Psychosexual D. Cognitive Development
31. In this moral level according to Kohlberg, individuals continue to regard conformity to
social rules as necessary but not for reasons of self-interest.
A. Conventional level C. Pre-conventional level
B. Autonomous morality D. Heterogeneous morality
32. After playing Keisha, came home rushing and unmindful of her dirty looks, she
immediately gave a big hug to her mother who was waiting for her at the door. Children
on this stage tend to be careless and shoddy about their appearances. At what stage do
children display this characteristic?
A. Play age C. Sloppy age
B. Troublesome age D. Gang age

33. Young children have short attention span and interest. What kind of task should a teacher
give them?
A. Challenging and interesting activities
B. Easy and difficult activities
C. Varied activities
D. Long and difficult activities
34. Kate comes to school on time because it is one of the schools rules and regulations.
Besides, she does not like to disrupt their class by coming late. In this situation, which
level of Kohlbergs morality does Kate belong?
A. Universal C. Pre-Conventional
B. Conventional D. Post-Conventional
35. The mother of Rose got angry with her because she disobeyed her. She joined the outing
of her barkada which the mother thought was dangerous. If Rose did not join their
outing, she will be an outcast in the group. What characteristics of adolescents did Rose
exhibit in this case?
A. Adolescents are care-free and happy-go-lucky individuals.
B. Adolescents did not mind other people as long as they are happy.
C. Adolescents give priority to the demands of peers than their parents.
D. Adolescents know that their parents will ignore them even if they commit mistakes.
36. At puberty age, adolescents are always curious and experimenting many experiences. It
happens that you caught them smoking and you have a suspicion that it is marijuana. What
would you do?
A. Tell them to smoke at the smoking area.
B. Report it immediately to the principal for appropriate action.
C. Confront them and scold them
D. Clarify to them the hazards of smoking to their health
37. In a class, there are children who usually get out of the social circle. How do you describe
these children?
A. Aggressive type C. Quarrelsome type
B. Friendly type D. Shy type
38. Which is the most practical means of helping a shy, withdrawing child?
A. Call him / her to answer the question.
B. Provide him / her with group leadership roles.
C. Make class work easy for him / her to participate
D. Provide opportunities for him / her to show his / her talents
39. At what stage do children are expected to acquire the rudiments of knowledge that are
considered essentials for successful adjustment to adult?
A. Gang age C. Play age
B. Elementary age D. Creative age

40. Which of the following will enhance the learning of preschoolers?

A. Always give reward and never punish
B. Activities should be hands-on and not written
C. Use colourful, attractive and challenging materials
D. Make activities too easy, simple and for a short period overtime
41. It is a fact that very young children have a very short attention span. Which of the
following is best suited to them?
A. Let them do the things they like to do.
B. Ask them to do a long activity but with intervals.
C. Group them according to their needs and interests.
D. Prepare interesting and different activities but for short period of time.
42. In the Grade I class of Ms. Panta, she requires her pupils, aged six to seven years old to
use big pencils in writing. She discourages the use of small pencils and ball pens. What
does this practice imply?
A. Big pencils make big prints, make beautiful writing
B. Small pencils and ball pens make small prints which are difficult to read.
C. Big pencils are easy to hold because fine muscles at this age are not yet fully
developed.
D. Small pencils and ball pens, because these are thin, have pointed writing ends,
might be dangerous to very young children
43. Maturation should precede certain types of learning. How is this principle applied in the
classroom?
A. Follow the interest of the students in assigning tasks
B. Concepts should be taught from simple to complex
 C. Reduce stimulation so as to increase attention to the task.
D. Problems match appropriately to students level of thinking
44. Ms. Pinto is a Grade VI adviser. How can she promote moral development in her
classroom?
A. Accept misbehaviours/wrongdoings of pupils because they are still immature.
B. Disregard the powerful influence as a role model as she interacts with students.
C. Discourage discussions of topics like honesty and respect for others in the
classroom.
D. Emphasize individual responsibility and the practical nature of rules designed to
protect the rights of others.
45. When a student displays aggressive behaviour in the class, what should the teacher do?
A. Ignore the student
B. Model non-violent conflict-resolution strategy
C. Threaten the student to win confidence
D. Send the stunt out of the classroom
46. Generally, we observe that children first crawl, stand before they walk. They scribble,
draw lines, circles before squares. What developmental pattern is implied?
A. Natural sequence of development
B. Continuity in developing patterns
C. Similarity in development patterns
D. Differences in development patterns

47. Ruth was able to walk without support at age 12 months because of the internal
ripening that occurred in her muscles, bones, nervous system development. This change
in Ruth is attributed to the concept called
A. Growth C. Maturation
B. Learning D. Development
48. Who asserted that children must be given the opportunity to explore and work on
different materials so that they will develop the sense of initiative instead of guilt?
A. Gardner C. Kohlberg
B. Maslow D. Erikson
49. It is not wise to laugh at a two-year child when he utters bad words because in this stage
he is learning to _________________
A. Distinguish right from wrong C. Distinguish sex differences
B. Socialize D. Consider others views
50. Train up a child in ways he should be; when he grows he will not depart from it. Which
principle supports this?
A. Development is determined by environment
B. Early development is more crucial than later development
C. Later development is more crucial than early development
D. Development is determined by heredity
51. Bruners theory on intellectual development moves from enactive to iconic and symbolic
stages. In which stage(s) is/are diagram/s helpful to accompany verbal information?
A. Enactive and iconic
B. Symbolic and enactive
 C. Symbolic
D. iconic

52. Research on Piagetians tasks indicates that thinking becomes more logical and abstract
as children reach the formal operations stage. What is the educational implication of this
finding?
A. Engage children in analogical reasoning as early as pre-school to train them for
higher order thinking skills (HOTS)
B. Learners who are not capable of logical reasoning from ages 8 to 11 lag behind
in their cognitive development
C. Let children be children
D. Expect hypothetical reasoning for learners between 12 to 15 years of age
53. If a student is encouraged to develop himself to the fullest in satisfying his hierarchy of
needs, then trying to help others without counting the cost, what is displayed in the Maslows
hierarchy of needs is?
A. Safety need
B. Transcendence
C. Self-actualization
D. Belongingness
54. John B. Watson relates that a particular behaviour is determined by environmental
factors. Which of the following situations can help the students develop a positive attitude
towards mathematics?
A. Give difficult problems to challenge the students
B. Tell students that Math is a difficult subject
C. Have favorable learning atmosphere in the classroom
D. Present lessons from the easiest to the most complex
55. Which statement holds true to Oedipal stage?
I. The child gets emotionally attached to the parent of the opposite sex
II. It comes from 3 to 6 years of age
III. The child simultaneously reacts as a rival to the parent of the same sex
A. I, II, III
B. II only
C. I, III
D. I, II
56. Which educational issue can be clarified by understanding Maslows Hierarchy of Needs
theory?
A. Delinquency in the public schools
B. The effect of poverty on academic achievement
C. Sex education in school
D. The effect of different classroom structures
57. Julius is very attached to his mother and Janel to her father. In what development stage
are they according to Freudian psychosexual theory?
A. Anal stage
B. Phallic stage
C. Latency stage
D. Genital stage
58. According to Kohlberg, a persons moral development is due to maturational factors and
cognitive growth. Which of the following statements best supports his claim?
A. As the person grows and develops, his moral reasoning also gets defined
B. The older the person is, the higher is his level of morality
C. The younger the person is, the higher is his level of morality
D. As the person develops, his morality becomes conventional

59. According to Kohlberg, a persons moral development is due to maturational factors and
cognitive growth. Which of the following statements best supports his claim?
A. As the person grows and develops, his moral reasoning also gets defined
B. The older the person is, the higher is his level of morality
C. The younger the person is, the higher is his level of morality
D. As the person develops, his morality becomes conventional
60. To make sense of our world, we organize our experiences. We also alter our thinking to
include new ideas and additional information. This process of changing our thinking as a
result of new ideas is termed by Piaget as
A. Adaptation
B. Adjustment
C. Assimilation
D. Accommodation
61. In Piagets theory, an individuals adjustment to new information is called?
A. Adaptation
B. Adjustment
C. Assimilation
D. Accommodation
62. What I hear, I forget. What I see, I remember. What I do, I understand. What does this
mean?
A. Learn independently
B. Pay full attention in class
C. Take active part in the learning experiences
D. Work with groups
63. Which of the following is not a developmental principle?
 A. Numerous studies have revealed how individuals develop
B. Social expectations mark every developmental period
C. Early development is more crucial than later development
D. Development follows an orderly sequence, predictable sequence
64. When small children call four-legged animals dog, what process is illustrated on
Piagets cognitive development theory?
A. Adaptation
B. Adjustment
C. Assimilation
D. Accommodation
65. Which concept of age is wrong?
A. Chronological age is the same as biological and psychological age
B. Chronological age is different from biological and psychological age
C. Chronological age, biological, psychological and social age are interrelated
D. Psychological and social age are two different things