PORFOLIO IN

MODULE 1

Submitted to:
Ma’am Paula Gaza

Submitted by:
Irish Janzrel D. Mercader
 Summarization for Learner-Centered Psychological Principles
- Learner-Centered Psychological Principles have 14 principles, and they are
divided into those referring to (1) cognitive and metacognitive, (2) motivational
and affective, (3) developmental and social, (4) individual difference factors
influencing learners and learning.
 Cognitive and metacognitive processes involve learners processing
information, including attention, perception, executive function, and
reasoning. There are six cognitive and metacognitive factors: Natural of
the Learning Process, Goals of the Learning Process, Construction of
Knowledge, Strategic Thinking, Thinking about Thinking, and
Context of Learning. Successful learners create meaning from
knowledge, make meaningful connections, develop strategic thinking
techniques, and observe psychological processes. Environmental elements
like culture, technology, and teaching methods also impact learning.
 Motivational and affective factors include emotional influences on
learning, intrinsic motivation to learn, and the effects of motivation on
effort. Emotional influences can improve or hinder a learner's ability to
think and process information. Intrinsic motivation, driven by curiosity,
flexibility, and creativity, results in increased effort and energy.
 Individual differences in learning stem from prior knowledge and
genetics, resulting in various styles, approaches, and abilities. Two key
aspects of learning are learning and diversity, which considers language,
cultural, and social backgrounds, and standards and assessment, which
involve setting criteria, testing, and evaluating the learning process.
 Developmental and social factors play a crucial role in a student's
learning process. Developmental influences on learning, such as a
person's level of development, environment, or genetic makeup, influence
their learning style. Teachers must consider various elements when
teaching, as learning restrictions change as a child grows. Social
influences on learning, such as providing a language-rich environment
and consistently rewarding students for learning, also contribute to
cognitive development.

Summarization in Human Development: Meaning, Concepts, and Approaches

o What is Human Development? It is the pattern of change that begins at
conception and continues through the lifespan. This can be growth or
decline/decay.
o There are two approaches to human development, these are the traditional
approach and life-span approach. The traditional approach believes that
individuals show extensive change from birth to adolescence, little or no change
in adulthood and decline in late old age. While the life-span approach believes
 that even in adulthood, developmental change takes place as it does during
childhood.
o The life-span approach to human development identifies five characteristics:
lifelong, plastic, multidimensional, contextual, and multidirectional. Lifelong
development encompasses the entire lifespan, from conception to death. Plastic
development is malleable and changeable, while multidimensional development
involves the dynamic interaction of physical, emotional, and psychosocial factors.
Contextual development refers to the interaction of biological and environmental
influences, while multidirectional development demonstrates that traits can
increase or decrease in efficacy over an individual's life. Overall, human
development is a complex process that involves various factors and influences
throughout an individual's life.
o The development process consists of eight stages: prenatal, infancy, early
childhood, middle childhood, adulthood, and late adulthood. The prenatal
period is crucial for a woman's nutritional needs, and it can lead to poor nutrition.
The infancy stage, lasting from birth to about 2 years, is the earliest stage in life,
allowing infants to develop their cognitive, linguistic, and social-emotional
abilities. Early childhood, lasting from conception to 8 years, is a rapid and
critical period, requiring quality nurturing care such as adequate nutrition, good
health care, protection, play, and early education. Middle and late childhood (6 to
12 years old) is a transitional stage where children move into expanding roles and
environments. Late childhood, extending from six years to sexual maturity, is
marked by conditions that significantly affect a child's personal and social
adjustment. Adolescence, a transitional stage of physical and psychological
development, typically occurs from puberty to adulthood. Early adulthood (19 to
29 years old) is characterized by vibrant, active, and healthy individuals focused
on friendships, romance, childbearing, and careers. Middle adulthood (30 to 60
years old) is a period of increased ageing and productivity in love and work. The
last stage, late adulthood (61 years and above), has increased in the last 100 years,
particularly in industrialized countries.
Summarization for Issues on human development
o The topic of issues on human development focuses on three issues: nature and
nurture, continuity and discontinuity, and early and late experience. Nature
refers to biological heredity, while nurture describes environmental factors
influencing an individual's development. Continuity is the view that development
is a gradual process, while discontinuity suggests distinct stages. The early-later
experience debate examines the impact of early experiences, particularly in
infancy, on a child's long-term development.
REFLECTION FOR MODULE 1
 PORTFOLIO
IN MODULE 2

Submitted to:
Ma’am Paula Gaza

Submitted by:
Irish Janzrel D.
Mercader
 Summarization for Developmental Theories on Childhood and Adolescent Development
Freud Stages of Psychosexual Development
- Oral Stage (Birth to 18 months)- The erogenous zone is mouth. During the oral stage,
the child is focused on oral pleasure (sucking). Anal Stage (18 months to 3 years). The
child’s focus of pleasure in this stage is the anus. The child finds satisfaction in
eliminating and retaining faces. Phallic stage (ages 3 to 6). The pleasure or erogenous
zone is the genitals. During pre-school age, children become interested in what makes
boys and girls different. Latency stage (age 6 to puberty). It’s during the stage that
sexual urges remain repressed. Genital stage (puberty onwards). The firth stage of
psychosexual development begins at the start of puberty when sexual urges are once
again awakened. In the earlier stages. In the earlier stages, adolescents focus their sexual
urges towards the opposite sex peers, with the pleasure centered on the genitals.
Freud’s Personality Components
- The Id. Freud says that a child is born with an id. The id plays a vital role in one’s
personality because as a baby works so the baby’s essential needs are met. The Ego. As
the baby turns into a toddler and then into a toddler and then into a preschooler, he/she
relates more with the environment, the ego slowly begins to emerge. The SuperEgo.
Near the end pf the preschool years, or the end of the phallic stage, the superego
develops. The superego embodies a person’s moral aspects.
The Three Components and Personality Adjustment
- The Conscious. Freud also said that all that we are aware of is stored in our conscious
mind. The Unconscious. Freud said that most of what we go through in our lives,
emotions, beliefs, and impulses deep within are not available to us at a conscious level.
He believed that most of what influences us is in our unconscious. The preconscious.
Freud said that most of what we go through in our lives, emotions, beliefs, and impulses
deep within are not available to us at a conscious level. He believed that most of what
influences us is in our unconscious.
Summarization for Piaget’s Stages of Cognitive Development
Introduction
- Jean Piaget (1896-1980) was one of the 20th century's most influential researchers in
developmental psychology.
 - Piaget wanted to know how children learned through their development in the study of
knowledge.
- Piaget's theory is based on the idea that the developing child builds cognitive structures.
- Piaget's Theory of infant development was based on his observations of his own three
children.
What is cognitive development?
- Cognitive Development is the emergence of the ability to think and understand.
- The acquisition of the ability to think reason and problem and solve.
- It is the process by which people’s thinking changes across the span.
- Piaget studied Cognitive Development by observing children to examine how their
thought processes changed with age.
Basic cognitive concept
1. SCHEMA
- Piaget used the term "schema" to refer to the cognitive structures by which individuals
intellectually adapt to and organize their environment.
2. ASSIMILATION
- This is the process of fitting a new experience into an existing or previously created
cognitive structure or schema.
3. EQUILIBRATION
- Piaget developed the concept of equilibration to describe how new information is
balanced with existing knowledge.
4. ACCOMODATION
- This is the process of creating a new schema.
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
The SENSORIMOTOR STAGE
(Birth to 2 years old)
- The sensorimotor stage during this earliest stage of cognitive development, infants and
toddlers acquire knowledge through sensory experiences and manipulating objects. A
child's entire experience at the earliest period of this stage occurs through basic reflexes,
senses, and motor responses.
Major characteristics and developmental changes during this stage:
• Know the world through movements and sensations.
• Learn about the world through basic actions such as sucking, grasping, looking, and
listening.
• Learn that things continue to exist even when they cannot be seen (object permanence).
• Realize that they are separate beings from the people and objects around them.
 • Realize that their actions can cause things to happen in the world around them.
The PREOPERATION STAGE
(2 to 7 years old)
- The foundations of language development may have been laid during the previous stage,
but the emergence of language is one of the major hallmarks of the preoperational stage
of development.
Major characteristics and developmental changes during this stage:
• Begin to think symbolically and learn to use words and pictures to represent object.
• Tend to be egocentric and struggle to see things from the perspective of others.
• Getting better with language and thinking, but still tend to think in very concrete terms.
-