MODULE 1 CHILDHOOD & ADOLESCENCE:

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Unit 31 Learner-centered
Issues on Human
Psychological Principles
Development

Each of us has his/her own informal way of looking at our own and other people’s
development. These paradigms of human development provide us with a conceptual
framework for understanding ourselves and others. Scholars have come up with their
own models of human development. Back up by solid research, they take stand on
issues on human development (Corpuz, 2018).

Learning Outcomes

At the end of this unit, you should be able to:

● come up with research abstracts/summaries of researches on child and

adolescent development; and
● take a researched-based position on the three issues of human
development.

Pretest

Direction: Answer the following questions that follow according to your own
perspective. Please do not research for answers in the internet. These
questions do not require exact answers, only your personal views and
opinion.

1. Are girls less likely to do well in math because of their feminine nature or
because of society’s masculine bias (Santrock, 2002)?

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2. How much does our memory decline in old age? Can techniques be used to
prevent or reduce the decline (Santrock, 2002)?

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3. For children who experienced a world of poverty, neglect by parents, and poor
schooling in childhood, can enriched experiences in adolescence remove the
deficits that they encountered earlier in their development (Santrock, 2002)?

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Thank you for answering the

pretest. Your responses will be of great
help as you continue learning this unit.
Good luck!

The next section is the content of this unit. It contains vital information of the
topics based on the learning outcomes. Please read the content.

Content

3 Major Issues on Human Development

Is your own journey through life marked out ahead of time, or can your
experiences change your path? Are the experiences you have early in your journey
more important than later ones? Is your journey more like taking an elevator up a
skyscraper with distinct stops along the way or more like a cruise down a river with

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smoother ebbs and flows? These questions point to three issues about the nature of
development: the roles played by nature and nurture, stability and change, and
continuity and discontinuity (Santrock, 2002).

1. Nature and Nurture

The nature-nurture issue involves the extent to which development is

influenced by nature and by nurture. Nature refers to an organism’s biological
inheritance, nurture to its environmental experiences. According to those who
emphasize the role of nature, just as a sunflower grows in an orderly way—
unless flattened by an unfriendly environment—so too the human grows in an
orderly way.
An evolutionary and genetic foundation produces commonalities in growth
and development. We walk before we talk, speak one word before two words,
grow rapidly in infancy and less so in early childhood, experience a rush of sex
hormones in puberty, reach the peak of our physical strength in late adolescence
and early adulthood, and then physically decline. Proponents of the importance
of nature acknowledge that extreme environments—those that are
psychologically barren or hostile—can depress development. However, they
believe that basic growth tendencies are genetically programmed into humans
(Johnson, 2017).
By contrast, other psychologists emphasize the importance of nurture, or
environmental experiences, in development. Experiences run the gamut from the
individual’s biological environment (nutrition, medical care, drugs, and physical
accidents) to the social environment (family, peers, schools, community, media,
and culture).
There has been a dramatic increase in the number of studies that reflect
the epigenetic view, which states that development reflects an ongoing,
bidirectional interchange between genes and the environment. These studies
involve specific DNA sequences. The epigenetic mechanisms involve the actual
molecular modification of the DNA strand as a result of environmental inputs in
ways that alter gene functioning (Santrock, 2002).

2. Stability and Change

Is the shy child who hides behind the sofa when visitors arrive destined to
become a wallflower at college dances, or might the child become a sociable,
talkative individual? Is the fun-loving, carefree adolescent bound to have difficulty
holding down a 9-to-5 job as an adult?
These questions reflect the stability-change issue, which involves the
degree to which early traits and characteristics persist through life or change.
Many developmentalists who emphasize stability in development argue
that stability is the result of heredity and possibly early experiences in life. For
example, many argue that if an individual is shy throughout life, this stability is
due to heredity and possibly early experiences in which the infant or young child
encountered considerable stress when interacting with people.
Developmentalists who emphasize change take the more optimistic view
that later experiences can produce change. Recall that in the life-span

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perspective, plasticity, the potential for change, exists throughout the life span,
although possibly to different degrees.
Experts such as Paul Baltes (2003) argue that older adults often show
less capacity for learning new things than younger adults do. However, many
older adults continue to be good at practicing what they have learned earlier in
life. The roles of early and later experience are an aspect of the stability-change
issue that has long been hotly debated (Chen, et al., 2018).
Some argue that warm, nurturing caregiving during infancy and
toddlerhood predicts optimal development later in life (Cassidy, 2016). The later-
experience advocates see children as malleable throughout development and
believe later sensitive caregiving is just as important as earlier sensitive
caregiving (Taylor, et al., 2018).

3. Continuity and Discontinuity

When developmental change occurs, is it gradual or abrupt? Think about

your own development for a moment. Did you gradually become the person you
are today? Or did you experience sudden, distinct changes as you matured?
For the most part, developmentalists who emphasize nurture describe
development as a gradual, continuous process. Those who emphasize nature
often describe development as a series of distinct stages.
The continuity-discontinuity issue focuses on the degree to which
development involves either gradual, cumulative change (continuity) or distinct
stages (discontinuity).
In terms of continuity, as the oak grows from seedling to giant oak, it
becomes more of an oak— its development is continuous. Similarly, a child’s first
word, though seemingly an abrupt, discontinuous event, is actually the result of
weeks and months of growth and practice. Puberty might seem abrupt, but it is a
gradual process that occurs over several years.
In terms of discontinuity, as an insect grows from a caterpillar to a
chrysalis to a butterfly, it passes through a sequence of stages in which change
is qualitatively rather than quantitatively different. Similarly, at some point a child
moves from not being able to think abstractly about the world to being able to do
so. This is a qualitative, discontinuous change in development rather than a
quantitative, continuous change.

Evaluating the Developmental Issues

Most life-span developmentalists acknowledge that development is not all nature

or all nurture, not all stability or all change, and not all continuity or all discontinuity.
Nature and nurture, stability and change, continuity and discontinuity characterize
development throughout the human life span.
Although most developmentalists do not take extreme positions on these three
important issues, there is spirited debate regarding how strongly development is
influenced by each of these factors (Moore, 2017).

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Now that you have come across

the three major issues on human
development, I bet you are now ready
to answer the questions that follow. So,
there you go!
If you have questions regarding
the activity, you may visit
Our Google class with this code _______.
Please accomplish the activities
within the week, but if you have
unstable internet connection, you are
given another week to accomplish the
task.

Learning Activities

A. Direction: As far as the content is concerned, which statement is correct and which
is wrong? Put a check mark before the correct statement and mark “x” the
wrong one. If you mark a statement “x”, explain why.

___________ 1. Heredity exerts a greater influence on human development than

environment.

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___________ 2. What has been experienced in the earlier stages of development can
no longer be changed.

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___________ 3. From the perspective of life-span developmentalists, later experiences

are the key determinants of a person’s development.

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B. Direction: Here is an interesting article titled “How the First Nine Months Shape the
Rest of Your Life” from the October 4, 2010 Issue of Time Magazine.
Read, analyze then answer the following questions:

1. Does the article agree that heredity, environment and individual’s choice are the
factors that contribute to what a person may become? Read that paragraph that
tells so.

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2. Read the 4th paragraph again. Focus your attention on the highlighted word,
PERMANENTLY. Relate this to the issue on stability versus change. Does the
word “permanently” convince you that we are what our first experiences have
made of us. Explain your answer.

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How the First Nine Months Shape the Rest of Your Life

What makes us the way we are? Why are some people predisposed to be
anxious, overweight or asthmatic? How is it that some of us are prone to heart attacks,
diabetes or high blood pressure?
There's a list of conventional answers to these questions. We are the way we are
because it's in our genes: the DNA we inherited at conception. We turn out the way we
do because of our childhood experiences: how we were treated and what we took in,
especially during those crucial first three years. Or our health and well-being stem from
the lifestyle choices we make as adults.
But there's another powerful source of influence you may not have considered:
your life as a fetus. The kind and quantity of nutrition you received in the womb; the
pollutants, drugs and infections you were exposed to during gestation; your mother's
health, stress level and state of mind while she was pregnant with you — all these
factors shaped you as a baby and a child and continue to affect you to this day.
This is the provocative contention of a field known as fetal origins, whose
pioneers assert that the nine months of gestation constitute the most consequential
period of our lives, PERMANENTLY influencing the wiring of the brain and the

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functioning of organs such as the heart, liver and pancreas. In the literature on the
subject, which has exploded over the past 10 years, you can find references to the fetal
origins of cancer, cardiovascular disease, allergies, asthma, hypertension, diabetes,
obesity, mental illness — even of conditions associated with old age like arthritis,
osteoporosis and cognitive decline. The notion of prenatal influence may conjure up
frivolous attempts to enrich the fetus: playing Mozart to a pregnant belly and the like. In
reality, the shaping and molding that goes on in utero is far more visceral and
consequential than that.
Much of what a pregnant woman encounters in her daily life — the air she
breathes, the food and drink she consumes, the chemicals she's exposed to, even the
emotions she feels — is shared in some fashion with her fetus. The fetus incorporates
these offerings into its own body, makes them part of its flesh and blood. Often it does
something more: it treats these maternal contributions as information, biological
postcards from the world outside. What a fetus is absorbing in utero is not Mozart's
Magic Flute but the answers to questions much more critical to its survival: Will it be born
into a world of abundance or scarcity? Will it be safe and protected, or will it face
constant dangers and threats? Will it live a long, fruitful life or a short, harried one?
Research on fetal origins is prompting a revolutionary shift in thinking about
where human qualities come from and when they begin to develop. It's turning
pregnancy into a scientific frontier: the National Institutes of Health embarked last year
on a multidecade study that will examine its subjects before they're born. It's also
altering the perspective of thinkers outside of biology.
The Nobel Prize — winning economist Amartya Sen, for example, co-authored a
paper about the importance of fetal origins to a population's health and productivity: poor
prenatal experience, he writes, "sows the seeds of ailments that afflict adults." And it
makes the womb a promising target for prevention, raising hopes of conquering public-
health scourges like obesity and heart disease through interventions before birth.

BRAVO! Congratulations for

completing the task on time.
If you have not completed the
task or have a difficulty accomplishing
such, please message me in our Google
classroom or give me a text or call in the
mobile number provided in this module.
You’re one way to go!
This is challenging!

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Assessment

Direction: Read a research related to issues on human development. Fill out the
matrix below. The strongly suggested topic is fetal origins (Corpuz, et al.,
2002).

Problem Research Methodology

Findings Conclusions

How are the findings of this research useful to teachers?

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Congratulations for completing

Unit 3! You did great!
If you have questions or
clarifications, please don’t hesitate to
message me in our Google classroom,
or you may send me a text message in
the contact number I provided in this
module.
Please write honestly your insights
and thoughts about the completion of
this unit on the space provided for this
purpose.
You are now ready to learn Unit
IV. Enjoy learning.

Write your final

thoughts
about this unit
HERE!

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Unit 4 Research in Child and

Adolescent Development

This unit is not intended to be a substitute for the 3-unit course of research. This is
simply meant to supplement what you got or will still get in the research course. Most,
if not all, of what is presented in this unit are researches
about the development of the child and adolescent.

Learning Outcomes

At the end of this unit, you should be able to:

● explain data gathering techniques and designs of research;

● demonstrate appreciation of the role of teachers as consumers and
producers of developmental research; and
● present researches on child and adolescent development and make
simple research abstracts out of researches read.

Pretest

Direction: Read each statement below. Do you agree/disagree with each

statement? Put a check mark (/) on the column to indicate your answer
(Corpuz, et al., 2002).

Statement Yes No
1. Research is only for those who plan to take master’s
degree or doctorate degrees.
2. Research is easy to do.
3. Research is all about giving questionnaires and
tallying the responses.
4. Research with one or two respondents is not a valid
research.
5. Teachers, because they are busy in their
classrooms, are expected to use existing research

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rather than conduct their own research in the

classroom.
6. There is no need to go into research because a lot
of researchers have already been conducted.
7. Students are mere users of knowledge arrived at by
research. It is not their task to conduct research.
8. Students do not possess the qualifications to
conduct research.
9. It is not worth conducting research considering the
time and money it requires.

Please make a short explanation about the summary of your answers in the
survey. Share that to me!

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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Your answers to the short

questionnaire indicate your basic
attitude about research. As a future
teacher, it is important to have a
positive regard for research because
best practices in education usually
emanate from researches.

The next section is the content of this unit. It contains vital information of the
topics based on the learning outcomes. Please read the content.

Content

Importance of Research to Teachers and Students

Rebecca Austin, author of Researching Primary Education and Senior Lecturer

at the School of Teacher Education and Development at Canterbury Christchurch
University, highlights what the benefits are of research to one’s practice.

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Research is embedded into initial teacher education because educational

researches:
1. help find solutions to particular problems arising in your classroom or school;
2. underpin professional learning of knowledge, skills and understanding;
3. connect with sources of information and networks of professional support;
4. clarify purposes, processes and priorities when introducing change – for
example, to curriculum, pedagogy or assessment;
5. improve understanding of professional and policy context, organizationally,
locally and nationally, enabling one to teach and lead more strategically and
effectively; and
6. develop one’s agency, influence, self-efficacy and voice within one’s own school
and more widely within the profession.

Researches do not only belong to dissertation and thesis writers. Students can
also conduct researches on their own. Through detailed research, students develop
critical thinking expertise, as well as effective analytical, research, and communication
skills that are globally sought-after and incredibly beneficial.

The Scientific Method

Whether you are doing a science fair project, a classroom science activity,
independent research, or any other hands-on science inquiry understanding the steps of
the scientific method will help you focus your problem and work through your
observations and data to answer the question as well as possible.
John Dewey gave us 5 steps of the scientific method. They are as follows:
1. identify and define the problem
2. determine the hypothesis
3. collect and analyze data
4. formulate conclusions
5. apply conclusions to the original hypothesis

Data Gathering Techniques

Whether we are interested in studying attachment in infants, the cognitive skills

of children, or social relationships in older adults, we can choose from several ways of
collecting data (Salkind, 2017).

1. Observation
Scientific observation requires an important set of skills. For observations
to be effective, they have to be systematic. We have to have some idea of what
we are looking for. We have to know whom we are observing, when and where
we will observe, how the observations will be made, and how they will be
recorded. (Leary, 2017).
For this reason, some research on life-span development is conducted in
a laboratory, a controlled setting where many of the complex factors of the “real
world” are absent.

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For example, suppose you want to observe how children react when they
see other people act aggressively. If you observe children in their homes or
schools, you have no control over how much aggression the children observe,
what kind of aggression they see, which people they see acting aggressively, or
how other people treat the children. In contrast, if you observe the children in a
laboratory, you can control these and other factors and therefore have more
confidence about how to interpret your observations.

Naturalistic observation provides insights that sometimes cannot be

attained in the laboratory (Babbie, 2017). Naturalistic observation means
observing behavior in real-world settings, making no effort to manipulate or
control the situation.
Naturalistic observation was used in one study that focused on
conversations in a children’s science museum (Crowley, et al., 2001). When
visiting exhibits at the science museum, parents were far more likely to engage
boys than girls in explanatory talk. This finding suggests a gender bias that
encourages boys more than girls to be interested in science.

2. Survey and Interview

Sometimes the best and quickest way to get information about people is
to ask them for it. One technique is to interview them directly. A related method is
the survey (sometimes referred to as a questionnaire), which is especially useful
when information from many people is needed.
A standard set of questions is used to obtain peoples’ self-reported
attitudes or beliefs about a particular topic. In a good survey, the questions are
clear and unbiased, allowing respondents to answer unambiguously.
Surveys and interviews can be used to study topics ranging from religious
beliefs to sexual habits to attitudes about gun control to beliefs about how to
improve schools.
Surveys and interviews may be conducted in person, over the telephone,
and over the Internet.
One problem with surveys and interviews is the tendency of participants
to answer questions in a way that they think is socially acceptable or desirable
rather than to say what they truly think or feel (Madill, 2012). For example, on a
survey or in an interview some individuals might say that they do not take drugs
even though they do.

3. Standardized Tests
A standardized test has uniform procedures for administration and
scoring. Many standardized tests allow a person’s performance to be compared
with that of other individuals; thus they provide information about individual
differences among people (Kaplan & Saccuzzo, 2018).
One criticism of standardized tests is that they assume a person’s
behavior is consistent and stable, yet personality and intelligence—two primary
targets of standardized testing—can vary with the situation. For example, a
person may perform poorly on a standardized intelligence test in an office setting
but score much higher at home, where he or she is less anxious.

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4. Case Study
A case study is an in-depth look at a single individual. Case studies are
performed mainly by mental health professionals when, for either practical or
ethical reasons, the unique aspects of an individual’s life cannot be duplicated
and tested in other individuals. A case study provides information about one
person’s experiences; it may focus on nearly any aspect of the subject’s life that
helps the researcher understand the person’s mind, behavior, or other attributes
(Yin, 2012).
The subject of a case study is unique, with a genetic makeup and
personal history that no one else shares. In addition, case studies involve
judgments of unknown reliability. Researchers who conduct case studies rarely
check to see if other professionals agree with their observations or findings.

5. Physiological Measures
Researchers are increasingly using physiological measures when they
study development at different points in the life span (Bell, 2018).
Cortisol is a hormone produced by the adrenal gland that is linked to the
body’s stress level and has been measured in studies of temperament, emotional
reactivity, mood, and peer relations (Bangerter, et al., 2017).
Another physiological measure that is increasingly being used is
neuroimaging, especially functional magnetic resonance imaging (fMRI), in which
electromagnetic waves are used to construct images of a person’s brain tissue
and biochemical activity (Park & Festini, 2018).
Electroencephalography (EEG) is a physiological measure that has been
used for many decades to monitor overall electrical activity in the brain (Najjar &
Brooker, 2017).
Heart rate has been used as an indicator of infants’ and children’s
development of perception, attention, and memory (Kim, et al., 2015).
Researchers also study eye movement to learn more about perceptual
development and other developmental topics.

Mind-boggling huh?
You’re just half-way there yet.
Just read, read, read.
This is compensating!

Types of Research Designs

When you are conducting research on life-span development, in addition to

selecting a method for collecting data, you also need to choose a research design
(Jackson, 2017). There are three main types of research designs: descriptive,
correlational, and experimental.

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1. Descriptive Research
All of the data-collection methods that we have discussed can be used in
descriptive research, which aims to observe and record behavior. For example, a
researcher might observe the extent to which people are altruistic or aggressive toward
each other. By itself, descriptive research cannot prove what causes some
phenomenon, but it can reveal important information about people’s behavior (Gravetter
& Forzano, 2017).

2. Correlational Research
In contrast with descriptive research, correlational research goes beyond
describing phenomena to provide information that will help us to predict how people will
behave (Gravetter & Forzano, 2017).
In correlational research, the goal is to describe the strength of the relationship
between two or more events or characteristics. The more strongly the two events are
correlated (or related or associated), the more accurately we can predict one event from
the other (Aron, et al., 2017).
For example, to find out whether children of permissive parents have less self-
control than other children, you would need to carefully record observations of parents’
permissiveness and their children’s self-control. You might observe that the higher a
parent was in permissiveness, the lower the child was in self-control.

3. Experimental Research
To study causality, researchers turn to experimental research. An experiment is a
carefully regulated procedure in which one or more factors believed to influence the
behavior being studied are manipulated while all other factors are held constant.
If the behavior under study changes when a factor is manipulated, we say that
the manipulated factor has caused the behavior to change. In other words, the
experiment has demonstrated cause and effect. The cause is the factor that was
manipulated. The effect is the behavior that changed because of the manipulation.

Time Span of Research

Researchers in life-span development have a special concern with studies that

focus on the relation of age to some other variable. We have several options:
Researchers can study different individuals of varying ages and compare them or they
can study the same individuals as they age over time.

1. Cross-sectional Approach
The cross-sectional approach is a research strategy that simultaneously
compares individuals of different ages. A typical cross-sectional study might include
three groups of children: 5-year-olds, 8-year-olds, and 11-year-olds. Another study might
include groups of 15-year-olds, 25-year-olds, and 45-year-olds.
The main advantage of the cross-sectional study is that the researcher does not
have to wait for the individuals to grow up or become older. Despite its efficiency,
though, the cross-sectional approach has its drawbacks. It gives no information about
how individuals change or about the stability of their characteristics.

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2. Longitudinal Approach
The longitudinal approach is a research strategy in which the same individuals
are studied over a period of time, usually several years or more.
For example, in a longitudinal study of life satisfaction, the same adults might be
assessed periodically over a 70-year time span—at the ages of 20, 35, 45, 65, and 90,
for example.
Longitudinal studies provide a wealth of information about vital issues such as
stability and change in development and the influence of early experience on later
development, but they do have drawbacks (Almy & Cicchetti, 2018). They are expensive
and time-consuming. The longer the study lasts, the more participants drop out—they
move, get sick, lose interest, and so forth. The participants who remain may be
dissimilar to those who drop out, biasing the outcome of the study. Those individuals
who remain in a longitudinal study over a number of years may be more responsible and
conformity-oriented, for example, or they might lead more stable lives.

3. Cohort Effects
A cohort is a group of people who are born at a similar point in history and share
similar experiences as a result, such as living through the Vietnam War or growing up in
the same city around the same time. These shared experiences may produce a range of
differences among cohorts (Ganguli, 2017).
For example, people who were teenagers during the Great Depression are likely
to differ from people who were teenagers during the booming 1990s in regard to their
educational opportunities and economic status, how they were raised, and their attitudes
toward sex and religion. In life-span development research, cohort effects are due to a
person’s time of birth, era, or generation but not to actual age.

Conducting Ethical Research

Ethics in research may affect you personally if you ever serve as a participant in
a study. In that event, you need to know your rights as a participant and the
responsibilities of researchers to assure that these rights are safeguarded.
Without proper permissions, the most well-meaning, kind, and considerate
studies still violate the rights of the participants. Today, proposed research at colleges
and universities must pass the scrutiny of a research ethics committee before the
research can be initiated (Kazdin, 2017).
In addition, the American Psychological Association (APA) has developed ethics
guidelines for its members. The code of ethics instructs psychologists to protect their
participants from mental and physical harm. The participants’ best interests need to be
kept foremost in the researcher’s mind. APA’s guidelines address four important issues:

1. Informed consent
All participants must know what their research participation will involve and
what risks might develop. Even after informed consent is given, participants
must retain the right to withdraw from the study at any time and for any
reason.

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2. Confidentiality
Researchers are responsible for keeping all of the data they gather on
individuals completely confidential and, when possible, completely
anonymous.

3. Debriefing
After the study has been completed, participants should be informed of its
purpose and the methods that were used. In most cases, the experimenter
also can inform participants in a general manner beforehand about the
purpose of the research without leading participants to behave in a way they
think that the experimenter is expecting.

4. Deception
In some circumstances, telling the participants beforehand what the research
study is about substantially alters the participants’ behavior and invalidates
the researcher’s data. In all cases of deception, however, the psychologist
must ensure that the deception will not harm the participants and that the
participants will be debriefed (told the complete nature of the study) as soon
as possible after the study is completed.

A Research Abstract

A research abstract is a brief summary that appears at the beginning of a

research study. It has the following parts:
 Title
 Researchers
 Date of Research
 Introduction
 Methods
 Findings
 Results of the Study
 Conclusions and Recommendations

Finally, you are done reading the

content of this unit. I bet, you are now
ready to answer the task that follows.
If you have questions regarding
the activity, you may visit our Google
class with this code _______.
Please accomplish the activity
within the week, but if you have
unstable internet connection, you are
given another week to accomplish the
task.

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MODULE 1 CHILDHOOD & ADOLESCENCE:
Midterm Coverage JOURNEYS IN DEVELOPMENT

Learning Activity

A. Direction: On the blank, write T if the statement is correct and F if the statement
is wrong.

________ 1. Quality research adheres to the scientific method.

________ 2. For research on child and adolescent development to serve its ultimate
purpose, researchers must be governed by ethical principles.

________ 3. Whichever research design and data-gathering technique to use has

nothing to do with the nature of research problem and objectives of the
research.

________ 4. Teachers are both producers of knowledge when they conduct research
and are consumers when they utilize research findings to improve
instruction.

________ 5. Research has a transformative effect on teachers’ self-understanding

and on their classroom practice. It enables teachers to develop a better
understanding of themselves, their classrooms and their practice.

PERFECT! Congratulations for

completing the task on time.
If you have not completed the
task or have a difficulty accomplishing
such, please message me in our Google
classroom or give me a text or call in the
mobile number provided in this module.
You’re one way to go!
It’s assessment time!

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MODULE 1 CHILDHOOD & ADOLESCENCE:
Midterm Coverage JOURNEYS IN DEVELOPMENT

Assessment

Direction: Search for 3 research studies on child and adolescent development that
are Philippine-based then fill out the hereunder table. You may just read
the abstract of the study to give ease in answering the activity. If the data
gathering procedure or research design is not explicitly stated, please
identify it to the best of your ability. The last column of the table may be
your own opinion. Good luck!

Year Data Research

Name of Impact to
Title Published/ Gathering Design Findings Conclusions
Researchers Teaching
Done Procedure Used

1.

2.

3.

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 MODULE 1 CHILDHOOD & ADOLESCENCE:
Midterm Coverage JOURNEYS IN DEVELOPMENT

Yahoo! Congratulations for

completing Unit 4! That’s rough, right?
If you have questions or
clarifications, please don’t hesitate to
message me in our Google classroom,
or you may send me a text message in
the contact number I provided in this
module.
Please write honestly your insights
and thoughts about the completion of
this unit on the space provided for this
purpose.
You are now ready to learn Unit
V. Enjoy learning.

Write your final

thoughts
about this unit
HERE!

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MODULE 1 CHILDHOOD & ADOLESCENCE:
Midterm Coverage JOURNEYS IN DEVELOPMENT

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