Cabuag, Genesis King G.

Child and Adolescent: assessment #2

Reflection in Freuds Psychoanalytic Theory

From the module on Freuds Psychoanalytic Theory, I learned that Freuds views
about human development are more than a century old. He can be
considered the most well known psychologist because of his very interesting
theory about unconscious and also about sexual development.

As a person grows, the personality is also formed. Freud make up a theory about
the Stages of Psychosexual Development. Freud is the most popular psychologist
that studied about the development of personality, also probably the most
controversial. His theory of psychosexual development includes five distinct
stages. According Freud, a person goes through the sequence of these five
stages and along the way there are needs to be met. Whether these needs are
met or not, determines whether the person will develop a healthy personality or
not. The five stages: Oral stage- birth to 18 months, Anal stage- 18 months to 3
years, Phallic stage- ages 3 to 6, Latency stage- age 6 to puberty, Genital stage-
puberty onwards.

Three Components and Personality Adjustment. Freud said that a well-adjusted

person is one has strong ego, who can help satisfy the needs of the id without
going against the superego while maintaining the persons sense of what is
logical, practical and real. Three components are: The Conscious, The
Unconscious and The Subconscious.

Reflection in Piagets Stages of Cognitive Development

From the module on Piagets Stages of Cognitive Development, I learned that

Jean Piagets Cognitive Theory of Development is truly a classic in the field of
educational psychology. This theory fueled other researches and theories of
development and learning. Its focus is on how individuals construct knowledge.
Cabuag, Genesis King G.

Child and Adolescent: assessment #3

Reflection in Eriksons Psycho-Social Theory of Development

From the module on Eriksons Psycho-Social Theory of Development, I learned

that Eriksons stages of psychosocial development is a very relevant, highly
regarded and meaningful theory. Life is a continuous process involving learning
and trials which help us to grow. Eriksons enlightening theory guides us and help
to tell us why. The Eight Psychosocial Stages of Development: Psychosocial crisis
in every stage: stage1 trust vs. mistrust, stage2 shame and doubt, stage3 guilt,
stage4 inferiority, stage5 role confusion, stage6 intimacy, stage7 generativity
and stagnation, stage8 dramatic menopause.

Reflection in Kohlbergs Stages of Moral Development

From the module on Kohlbergs Stages of Moral Development, I learned that

individuals, when confronted by situations where they need to make moral
decisions, exercise their own ability to use moral reasoning. Lawrence Kohlberg
was interested in studying the development of moral reasoning. He based his
theory on the findings of Piaget in studying cognitive development. Our ability to
choose right from wrong is tied with our ability to understand and reason
logically. There are 6 stages of Moral development: stage1
punishment/obedience, stage2 mutual development, stage3 social approval,
stage4 law and order, stage5 social contract, stage6 universal principles.
Cabuag, Genesis King G.

Child and Adolescent: assessment #4

Reflection in Vygotskys Socio-Cultural Theory

From the module on Vygotskys Socio-Cultural Theory, I learned that the key
theme of Vygotskys theory is that social interaction plays a very important role
in cognitive development. He believed that individual development could not
be understood without looking into the social and cultural context within which
development happens. Scaffolding is Vygotskys term for the appropriate
assistance given by the teacher to assist the learner accomplish task.

Reflection in Bronfenbrenners Ecological Theory

From the module on Bronfenbrenners Ecological Theory, I learned that

Bronfenbrenner came up with a simple yet useful paradigm showing the
different factors that exert influence on an individuals development. It points
out the ever widening spheres of influence that shape every individual, from
his/her immediate family to the neighborhood, the country, even the world.
Brofenbrenners Bioecological Model: Structure of Environment. The
microsystem, the mesosystem, the exosystem, the macrosystem and the
chronosystem.
Cabuag, Genesis King G.

Child and Adolescent: assessment #5

Discuss the role of caregivers in the Socio-Emotional Development of the

Preschooler.

Caregivers job is to take care of person who are they serving. The role of the
caregiver to the preschooler to develop their socio-emotional trait is to motivate
the children to socialize with others so that they can control themselves or their
emotion to others. They will improvise the children and teach something to the
children on how to socialize and to control the emotions of a children.

Child and Adolescent assessment #7

Define the following

Attention- notice taken of someone or something; the regarding of

someone or something as interesting or important.
Perception- the ability to see, hear, or become aware of something
through the senses.
Memory strategies among primary school children- 1. Give directions in
multiple formats

Students benefit from being given directions in both visual and verbal
formats. In addition, their understanding and memorizing of instructions
could be checked by encouraging them to repeat the directions given and
explain the meaning of these directions. Examples of what needs to be done
are also often helpful for enhancing memory of directions.

2. Teach students to over-learn material

Students should be taught the necessity of "over-learning" new information.
Often they practice only until they are able to perform one error-free
repetition of the material. However, several error-free repetitions are needed
to solidify the information.

3. Teach students to use visual images and other memory strategies

Another memory strategy that makes use of a cue is one called word
substitution. The substitute word system can be used for information that is
hard to visualize, for example, for the word occipital or parietal. These words
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can be converted into words that sound familiar that can be visualized. The
word occipital can be converted to exhibit hall (because it sounds like exhibit
hall). The student can then make a visual image of walking into an art
museum and seeing a big painting of a brain with big bulging eyes (occipital
is the region of the brain that controls vision). With this system, the
vocabulary word the student is trying to remember actually becomes the cue
for the visual image that then cues the definition of the word.

4. Give teacher-prepared handouts prior to class lectures

Class lectures and series of oral directions should be reinforced by teacher-
prepared handouts. The handouts for class lectures could consist of a brief
outline or a partially completed graphic organizer that the student would
complete during the lecture. Having this information both enables students
to identify the salient information that is given during the lectures and to
correctly organize the information in their notes. Both of these activities
enhance memory of the information as well. The use of Post-Its to jot
information down on is helpful for remembering directions.

5. Teach students to be active readers

To enhance short-term memory registration and/or working memory when
reading, students should underline, highlight, or jot key words down in the
margin when reading chapters. They can then go back and read what is
underlined, highlighted, or written in the margins. To consolidate this
information in long-term memory, they can make outlines or use graphic
organizers. Research has shown that the use of graphic organizers increases
academic achievement for all students.

6. Write down steps in math problems

Students who have a weakness in working memory should not rely on
mental computations when solving math problems. For example, if they are
performing long division problems, they should write down every step
including carrying numbers. When solving word problems, they should
always have a scratch piece of paper handy and write down the steps in
their calculations. This will help prevent them from losing their place and
forgetting what they are doing.

7. Provide retrieval practice for students

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Research has shown that long-term memory is enhanced when students

engage in retrieval practice. Taking a test is a retrieval practice, i.e., the act
of recalling information that has been studied from long-term memory. Thus,
it can be very helpful for students to take practice tests. When teachers are
reviewing information prior to tests and exams, they could ask the students
questions or have the students make up questions for everyone to answer
rather than just retelling students the to-be-learned information. Also, if
students are required or encouraged to make up their own tests and take
them, it will give their parents and/or teachers information about whether
they know the most important information or are instead focused on details
that are less important.

8. Help students develop cues when storing information

According to the memory research, information is easier retrieved when it is
stored using a cue and that cue should be present at the time the
information is being retrieved. For example, the acronym HOMES can be
used to represent the names of the Great Lakes Huron, Ontario, Michigan,
Erie and Superior. The acronym is a cue that is used when the information is
being learned, and recalling the cue when taking a test will help the student
recall the information.

9. Prime the memory prior to teaching/learning

Cues that prepare students for the task to be presented are helpful. This is
often referred to as priming the memory. For instance, when a reading
comprehension task is given, students will get an idea of what is expected
by discussing the vocabulary and the overall topic beforehand. This will allow
them to focus on the salient information and engage in more effective depth
of processing. Advance organizers also serve this purpose. For older
students, Clif Notes for pieces of literature are often helpful aids for priming
the memory.

10. Review material before going to sleep

It should be helpful for students to review material right before going to
sleep at night. Research has shown that information studied this way is
better remembered. Any other task that is performed after reviewing and
prior to sleeping (such as getting a snack, brushing teeth, listening to music)
interferes with consolidation of information in memory.
Cabuag, Genesis King G.

Child and Adolescent assessment #8

1. The behavior of most children are like makukulit having a nonstop energy
flowing in their body. They would not stop playing unless you tell them to.
2. Communication with their peers. Very active at telling something on their
mind.
3. Their facial expression is very happy with a smile.

Picture:
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Child and Adolescent assessment #9

they are communicating and playing on others. So there is a development

happening on them.

From the module on Socioemotional Development of Primary School Children, I

learned that they are much learning to communicate with others. They are
much improving on how they socialize others, and also they can hold much
emotions.
Cabuag, Genesis King G.

Child and Adolescent assessment #10

Warm up Activities: Warm-up games

Knock-Knock. This can be used at the beginning of each class. Teach the Ss to

knock on the door before entering the classroom. There are 2 variations for the

next step: 1. When the S knocks, T says "Who's there?". The S replies "It's (Koji)"

and then the T says "Come in (Koji)". 2. When the S knocks the T must guess who

it is "Is that (Koji)?". The S replies yes or no - if no, the T continues guessing.

Having your Ss develop their own knocking styles makes this even more fun.

Name Game. Good for a first class. Sit the students in a circle. Point to

yourself and say your name "I'm Jason". Then students say their names around

the circle. You can use a ball to pass around the circle as each student says

his/her name. After going around the circle a few times get each student to

throw a ball to another student. The student that catches the ball has to say the

name of the student who threw it. This will really test if they were listening!

Name Memorizing Game. Have children sit in a circle. Start by saying "my

name is.." and then answer a question about yourself. For example "My name is

Jo and I like the color Purple." The next person says "This is Jo and he likes the

color purple and my name is Rose and I am 8 years old." The next person says

"That is Jo he likes Purple, this is Rose and she is 8 and I am Jeremy and I like the

color blue." It's a chain and the kids have to repeat what the last people have

said about themselves. It's really hard to be the last person in the circle!
Cabuag, Genesis King G.

Exercise Proper: What is Aerobic Exercise

The word aerobic is made up of two Greek words: Aeros meaning air and Bios
meaning life.

Aerobic exercise is vigorous enough to increase the body's need for oxygen and
hence air intake and breathing rate increase. Aerobic exercise is done at a
pace that allows an adequate supply of oxygen to reach your muscles as you
work out. If you can hum to yourself or carry on a conversation as you work out
then you are probably exercising aerobically. This type of exercise can be
continued for 20 - 45 minutes without being exhausting.

Some Examples of Aerobic Exercise include:

Swimming Cycling Rowing

Brisk Walking Jogging Aerobics classes

Cooling down: Cool down

Theres a reason the treadmill has a cool down setting: When youre

exercising, your effort is at, say, eight out of 10 and your body needs help

getting back down to one out of 10. A sudden stop in physical activity can

cause blood pooling in your legs, your blood pressure could drop and you could

get very dizzy, warns Jenn Burke, a personal training manager at Crunch gym in

New York City. After a run, slow down your stride and walk for three to five

minutes (or longer if it was an exceptionally intense effort).

Cooling down is even important after a strength workout. After lifting, try doing

some dynamic stretches such as walking lunges or yoga poses. You want to

bring your heart rate back down to a more calm stateabout 100 to 120 beats

per minute, Burke says.

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Stretch

After strength training or cardio, your muscles are warmed up so theyre more

elastic and pliable. This is when youre going to see the most benefits in

flexibility, says Burke. Stretching also relaxes the tension from the workout.

Although stretching hasnt been found to decrease injuries, it has been shown to

decrease next-day soreness in hamstrings, quads and calves. Stretching also

maintains circulation in key areas and expedites the healing process after

muscles begin breaking down. Youre technically supposed to stretch each

major muscle with four reps at 15 to 60 seconds each, says Comana. But that

could take about 40 minutes. Instead, you can get away with five to 10

minutes.

If you just do one stretch, Burke suggests a hamstring towel stretch: Lie on your

back, raise one leg and loop a towel around your foot. Pull the ends of the

towel to bring your leg toward your chest and feel the stretch in your hamstring.

Hold the position, then repeat with your other leg.

Hydrate

Every time you move youre expending water from your body. After an intense

workout, you need to replenish water suppliesthis helps decrease muscle

soreness and increase strength and flexibility. How much liquid do you need

after a workout? Comana has a simple method for figuring that out: Weigh

yourself before you workout, then weigh yourself when youre finished. The

weight you lost is strictly water weight. To replenish, you need to drink that

weight in liquids, plus 25 to 50 percent to make up for what youll loose in urine.
Cabuag, Genesis King G.

Grab a protein shake

No matter what time of day you work outmorning, afternoon or nightyou

should drink a protein shake after you work out. Do this 15 to 30 minutes after

your workout, when your metabolic window is open, says Burke. This is when

your muscles are more reactive to absorbing nutrients. A shake will put

carbohydrates and protein back into your muscles so they can rebuild and get

stronger. A good recipe is about four grams of carbohydrates for every one

gram of protein. If you dont want a protein shake, I strongly recommend a

glass of chocolate milk. Sure, its high in sugars but skim milk is good for you and,

with the chocolate, its got just the right ratio, says Comana.

Get a massage

Some studies fail to support claims that massages after strenuous workouts can

speed muscle recovery but others find that massages can speed up recovery

by up to 50 percent, and reduce swelling and muscle damage. And both of our

experts are pro massage. Massages are great to break up knots and or

adhesions. Anything you can do to make sure your muscles are still aligned is a

good thing, says Burke. If you cant afford a full-out massage, get a foam roller,

put it on the floor and use your body weight to roll it along your back and neck.

Even if there are no physical benefits, I think theres at least psychological and

emotional benefit, says Comana. Just make sure the pressure isnt too deep or

heavyas it could damage the already vulnerable muscles.

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Child and Adolescent assessment #11

it tells here the Socio-Emotional Development of Intermediate Schoolers. It is

difficult to make children miserable when they feel worthy of themselves. It tells
here that if a person who has a self confidence you can never stop them
reaching something what is good for them. If they feel worthy by themselves you
cant make them miserable because they have the confidence to do
something they know what is right.

Child and Adolescent assessment #12

How will teenager will response from death? TeenagersTeenagers have more
adult thought

processes and are able to think abstractly and

understand the implications of death. Teenagers have

feelings of immortality, yet are able to realize the

fragility of life. When confronted with death, they may

become preoccupied with dying, or may exhibit risktaking

behavior. Encouraging communication or

lovingly confronting your child about their feelings

may help their grieving process. Many times you can

look to a trusted friend for your child to confide in.

Cabuag, Genesis King G.

Child and Adolescent assessment #13

Reflect on the practices of your past teachers. Which ones encouraged your
cognitive development as an adolescent and which ones did not. As a future
teacher, what lessons have you learned from your past teachers regarding ways
of enhancing adolescents cognitive development? As a future educator I will
on them is the technique on how they will motivate a children or a person. I will
do or copy their style to motivate an individual. Another one is having positive
attitudes about work, as a teacher we must love our work. Behind this work is the
children loving your work is also a part of loving the children or the students,
because without the students you will no longer have a job, without a job how
come you will love your work. And lastly I will do my personal responsibility, not
only for myself but also the students or the children. Not just the job is the
responsibility of a teacher but also the children is part of your responsibility. As a
future educator we are must be responsible to our students because we are
their second parent outside their home.

Child and Adolescent assessment #14

What is my reaction or reflection in Socio-Emotional Development in the

teenagers. Simply as a future educator we are their second parent so we must
develop their self-esteem in the family and in school.
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Child and Adolescent assessment #15

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Child and Adolescent assessment #6