Baao Community College

Baao Camarines Sur

Email: [email protected]
Bachelor of Elementary Education

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LESSON PLAN IN CHILD AND ADOLESCENT LEARNERS AND PRINCIPLES

I. OBJECTIVES:
At the end of the lesson, student s are expected to:
 Identify the socio-emotional characteristics of children in their late childhood stage.
 Determine the qualities of family life that affect older children’s development including
changes in family interactions.
 Interview a parent regarding their child’s socio-emotional development.

II. SUBJECT MATTER:

A: TOPIC: Socio-Emotional Development of Intermediate Schoolers
B: REFERENCES: Child and Adolescent Development
C: MATERIALS:
 Visual Aids
D: SKILLS:
 Understanding and Comprehension
 Thinking and realizations
E: VALUES INTEGRATION: Learn the Socio-emotional Development of Intermediate
Schoolers
F: TIME ALLOCATION:
 (1hour)
G: TEACHING STRATEGY:
 4’s (Activity, Analysis, Abstraction, and Application)

III. LEARNING PROCEDURES:

TEACHING HINTS TEACHERS ACTIVITY STUDENT’S ACTIVITY

A. PRILIMINARIES:
 Greetings Good Afternoon Class! Good Afternoon Ma'am

 Opening Prayer Before we start the discussion please up (the students will stand up and bow
and let us bow our head and let’s us all their head and start the prayers)
pray.
 Classroom Management Class! arrange your chairs properly and (The student will arrange their chair
pick up the pieces of paper/ plastic / dirt properly and clean the surrounding).
 Checking the attendance around you.
Ms. Secretary may I know who are (The secretary will stand and tell who
absent for today? are the absentee).
B. PRESENTATION:
 Presentation of the Title Now we will tackle about Socio- (Student’s turn your books in page 279-
Emotional Developmen of Intermediate 283)
Schoolers
C. ACTIVITY: We will having an activity, group yourself the student will participates on the
into a 3 and recall a significant event that activity.
happen to you and write a very brief
 story of what happen and share it into
your groupmates then after sharing
choose a leadet that represent your
work. Group 1 you will paste a picture
when you ware in grade 4, group 2 paste
a picture when you are in grade 5 and
the last group paste a picture when you
are in grade 6.
D. ANALYSIS: As you share your classmates answer
the questions below.
1. Why was this event so
significant?
2. What do you think were the
factors that made you react or
feel that way?
3. How do you think this event has
affected you socially and
emotionally?
4. Thinking about it, do you think
you could have acted or felt
differently?
E. ABSTRACTION: Understanding Self-
Competence Self-identify and
Self-concept
One of the most widely
recognized characteristics of this
period of development is the
acquisition of feelings of Self-
Competence. This is what Erik
Erikson referred to when he
described the developmental task
of middle of the childhood. The
social crisis industry versus
inferiority.
Industry refers to the drive to
acquire new skills and do
meaningful “ work ”. the child
should definitions of self and
accomplishment vary greatly
according to interpretation in the
surrounding.
During the day late childhood,
children can now describe
themselves with internal and
psychological characteristics and
traits. They most likely employ
more social comparison
distinguishing themselves from
others. In dealing with other
children, they show increase in
perspective-talking. This ability
increases with age. Perspective
taking enables the child to : (a)
judge other’s intention, purposes
and actions, (b) give importance
to social attitudes and behaviors
and to ( c ) increase skepticism of
other's claims.

EMOTIONAL DEVELOPMENT
Similar to the other areas of
development, children in this
stage, show improved emotional
understanding, increased
understanding that more than one
emotion can be experienced in a
single experience. They may also
show greater ability to show or
conceal emotion, utilized ways to
redirect feelings and a for genuine
empathy.
Another milestone in this stage
is the development of the
children's emotional intelligence
(EQ), which involves the ability to
monitor feelings of oneself and
others and motivate behavior.
Emotional Intelligence has four
main areas:
 Developing emotional
self-awareness
 Managing emotions (self-
control)
 Reading emotion
(perspective taking)
 Handing emotion (resolve
problems)

BUILDING FRIENDSHIPS
As children go through their
late childhood, the time they
spend in peer interaction
increases. For them, good peer
relationships are very important.
They approval and belongingness
they recieve contribute to the
stability and security of their
emotional development. Peer size
also increases and less
supervision by adults is required.
At this stage, children prefer to
belong to same-sex peer groups.

There are five types of Peer

Status:
 Popular- frequently
nominated as a the best
friend and one who is
rarely disliked by peers
 Average- receives an
average number of positive
and negative nominations
from peers
 Neglected- very seldom
nominated as a best friend
but is not really disliked
 Rejected- infrequently
nominated as a best friend
but one who is also
disliked by peers
 Controversial- frequently
nominated as a best friend
but at the same time is
disliked by peers
Popular children which peers
find very positive have the
following skills and as a result they
become the most favored in the
group:
1. They give out
reinforcement.
2. They act naturally.
3. They listen carefully and
keep open
communication.
4. They are happy and are
in control of their
negative emotion.
5. They show enthusiasm
and concern for others.
On other hand, here are the
characteristics of why the group or
majority of the peers develop
negative feelings toward rejected
children.
1. They participate less in
the classroom.
2. They have negative
attitudes on school
tardiness and
attendance.
3. They are more often
reported as being lonely.
4. Aggressive
a. In boys:
- They become impulsive, have
problems in being attentive and
disruptive.
- They are emotionally reactive
and slow to calm down.
- They have fewer social skills
to make and maintain friends.

FAMILY
Family support is crucial at this
stage which characterized by
success and failure. If children do
not find a supportive family when
they find their interest ( e.g in
hobbies like riding a bike or
playing a musical instrument ) they
can easily get frustrated. If families
are seen as a primary support
system, failures and setbacks
become temporary and
surmountable rather than
something that is attributed to
personal flaws or deficits. This
time is a critical time for children to
develop a sense of competence.
A high quality adult relationship,
specifically, family relationship
enables them to successfully go
through this stage of development.
F. EVALUATION:

FILL IN THE BLANK

1. One of the most widely recognized characteristics of this period of development is the acquisition of
feelings of _________.
2. _________ refers to the drive to acquire new skills and do meaningful “work”.
3. In dealing with other children, they show increase in _________.
4. _________ support is crucial at this stage which characterized by success and failure.
5. They most likely employ more _________ distinguishing themselves from others.
6. _________ frequently nominated as a best friend but at the same time is disliked by peers.
7. _________ very seldom nominated as a best friend but at is not really disliked.
8. _________ frequently nominated as the best friend and one who is rarely disliked by peers.
9. _________ receives an average number of positive and negative nominations from peers.
10. _________ infrequently nominated as a best friend but one who is also disliked by peers.

Enumeration:
Enumerate the five types of Peer Status.
1. __________
2. __________
3. __________
4. __________
5. __________

F. ASSIGNMENT:
Study the next Lessons.

Submitted by:
Ma.lyn B. Espenilla
Ellaiza Rose Cailao

Submitted to:
Ms. Maricon Rances