UNIVERSITY OF THE PHILIPPINES

College of Education
EDFD 210: HUMAN DEVELOPMENT AND LEARNING
Midyear, SY 2015-2016
I.

Course Description
EDFD 210 Human Development and Learning is a graduate level course that explores human growth and
development from conception through adulthood, theoretical perspectives from different schools of psychology, the
major developmental issues, and their relationship to teaching/learning process. The purpose of the course is to
help students in education and related fields of study to see how knowledge of developmental issues could help
them to be more informed, developmentally sensitive professionals. Students taking this course will be allowed to
explore, discuss and learn about important developmental psychological principles, and to apply these principles in
understanding their own respective growth and development.

II.

Course Objectives:
Upon the completion of this course, the student should be able to:
A. Explain the essentials of developmental approaches (theories, models, researches) of physical/ motor,
cognitive, language, psychosocial, and moral theories of developmental psychology;
B. Evaluate the basic contributions of each approach and integrate the approach with real life examples;
C. Illustrate how growth, development, and behavior is influenced by a variety of factors, including home,
language, cultural/ societal values, and socioeconomic status;
D. Analyze through reflection on own life span how the factors in the environment interface with various phases of
and types of human development;
E. Describe and discuss the basic stages of human development, and the major biological, cognitive,
psychosocial, and moral characteristics of each stage;
F. Integrate contemporary issues in human development;
G. Demonstrate the ways in which students learn and are influenced by their developmental stages and identify
areas of modification in order to best meet the needs of learners;
H. Identify the implications of the developmental approaches, factors, and stages in education and guidance

III.
Course Content
Activity
ORIENTATION/ Introduction Activity
REMINDER: START WORKING ON YOUR GROUP PRESENTATION (4 groups with 5 members each)
JOIN EDFD 210 FACEBOOK GROUP
FOUNDATIONS OF DEVELOPMENT
THEORIES/ PERSPECTIVES OF DEVELOPMENT
BEGINNINGS OF LIFE
INFANCY AND TODDLERHOOD: FIRST TWO YEARS (group 1)
EARLY CHILDHOOD: TWO TO SIX YEARS
Borines, Maria Talitha Estrella
Ehera, Taj Hannah
Micairan, Kristine Olga
Ursula, Vilia Carino
Villaflores, Maluchi
1) Early Exposure to Technology
2) Parent Absenteeism
MIDDLE CHILDHOOD: SIX TO ELEVEN YEARS (group 2)
Aguila, Joanna
Belo, Jocelyn
Molina, Jappy

Date
Week
1

Week
2

Week
3

Moralde, Jasmin
Ravena, Carolle
1) Bullying
2) Familial Stress
3) Learning Disabilities
ADOLESCENT: TRANSITION TO ADULTHOOD (group 3)
Fernandez, Karen
Igloria, Cristta
Lee, Cresta
Rabago, Rudolph
Tagano, Ruby Anne
1) Sexual Abuse
2) Teenage Culture
3) Teenage Pregnancy
EARLY ADULTHOOD (group 4)
MIDDLE AND LATE ADULTHOOD
Agus, Maria Carmen
Jasmin, Lourdes
Lakip, Florene Mae
Maghinay, Marites
Rodriguez, Kathleen

Week
4

Week
5

IV.

Course Requirements/ Grading System*

Regular and punctual attendance**
15% (less 1 per absence, less .5 per tardiness)
Blog assignments***
33%
Class participation/ expert presentation*** 35% (see oral presentation rubric)
Research paper****
15% (less .5 per week for late submission)
* A grade of Inc. is only given to student who has a passing class standing, but fails to take the final
examination or complete the requirement due to illness or valid reason. Otherwise, the student gets a 5.
** 2 tardiness is equal to 1 absence; coming in late for more than 25 minutes is considered absence. When
the number of absences exceeds 6 meetings, the student will be advised to drop the course. Those caught
doing other things in class such as doing assignments in other class or sleeping in class will be automatically
marked absent for that day. And please, turn your cellphone ringers off
*** For the blog, you may either describe and example from real life of a person affected by the topic or
behavior being discussed. You may describe someone you know or an example youve seen in the media. Or
you may thoroughly describe and explain a topic or behavior related to what we are discussing. You may give
your opinion about the topic. The blog should be at least 100 words long.
**** In the expert presentation, your group is expected to lead the discussion of a topic of your choice. Start
working on this project as soon as the topic is assigned to you. The research should include an interview with
an expert.
You may use any audio/ visual material that you think will be useful and effective. The written report should be
8 to 10 pages long, following the APA format and is due a week before the first day of oral presentation. (See
research project rubric for grading guidelines of the written report)
***** By the end of the term, you are expected to submit the research paper on your expert presentation.

V.

References
(2011). Lifespan development: infancy through adulthood. Wadsworth Cengage Learning.
Ashford, J.B. (2006). Human behavior in the social environment: a multidimensional perspective.
Baruth, Leroy G. (2007) Multicultural counseling and psychotherapy: a lifespan perspective
Berk. L.E. (2011). Exploring Lifespan Development. Allyn & Bacon.
Brown, C. (2008). Developmental Psychology. Sage.

Craig, G.J. (2010). Understanding human development. Prentice Hall.

Crain, W. (2005). Theories of development: concepts and applications.
Crandell, T.L. (2009). Human Development. McGraw-Hill Higher Education.
Current directions in developmental Psychology. Pearson: 2009.
Dacey, J.S. (2009). Human across development across the life span. McGraw-Hill.
Freiburg (2006). Human development. Forefront Book.
Kail, R.V. (2010). Human development: a life-span view. Thomson/Wadsworth.
Kaufman, A.S. (2006). Assessing adolescent and adult intelligence Forefront Books.
Newman, B.M. (2009). Development through life: a psychosocial approach. Thomson/ Wadsworth.
Papalia, D.E. (2009). Human Development. McGrawHill. (main library)
Poole, D.A. (2007). The story of human development. Pearson/ Prentice Hall.
Santrock, J.W. (2011) Essentials of life-span development. McGrawHill.
Santrock, J.W. (2011). Life-span development. McGrawHill.
Santrock, J.W. (2006). A Topical Approach to Human Development (3 rd ed.) Boston: McGraw-Hill.
Sigelman, C.K. (2009). Life-span human development. Thomson/ Wadsworth.
Thornton, S. (2008). Understanding human development: biological, social, and psychological processes from
conception to adult life. Palgrave Macmillan.
Wood, C.P. (2006) Developmental psychology in action. Blackwell. BF 721 W66.
Van Ornum, W. (2008). Psychological testing across the life span. Pearson/ Prentice Hall.
Zander, V. & Wilfrid, J. (2009). Human development. McGraw-Hill Higher Education. (Main Library)
Note: Most of these references can be found at the reserved section of the U.P. College of Education library
VI.

Instructor Information:
Instructor
:
Prof. Lizamarie Campoamor-Olegario
Email Address
:
lizamarie_olegario@yahoo.com, lizamarie.olegario@gmail.com
Mobile Phone No. :
09228972337
Consultation Hours :
by appointment
Office
:
EDFD Dept., College of Education
* Any student in need of special accommodation should consult with the instructor

Academic Dishonesty Definitions

Activities, that have the effect or intention of interfering with education, pursuit of knowledge, or fair evaluation of a students performance are
prohibited. Examples of such activities include but are not limited to the following definitions:
A. Cheating: using or attempting to use unauthorized assistance, material, or study aids in examinations or other academic work or preventing, or
attempting to prevent, another from using authorized assistance, material, or study aids. Example: using a cheat sheet in a quiz or exam, altering a
graded exam and resubmitting it for a better grade, etc.
B. Plagiarism: using the ideas, data, or language of another without specific or proper acknowledgment. Example: copying another persons paper,
article, or computer work and submitting it for an assignment, cloning someone elses ideas without attribution, failing to use quotation marks where
appropriate, etc.
C. Fabrication: submitting contrived or altered information in any academic exercise. Example: making up data for an experiment, fudging data, citing
nonexistent articles, contriving sources, etc.
D. Multiple submission: submitting, without prior permission, any work submitted to fulfill another academic requirement.
E. Misrepresentation of academic records: misrepresenting or tampering with or attempting to tamper with any portion of a students transcripts or
academic record, either before or after coming to the University of Pennsylvania. Example: forging a change of grade slip, tampering with computer
records, falsifying academic information on ones resume, etc.
F. Facilitating academic dishonesty: knowingly helping or attempting to help another violate any provision of the Code. Example: working together on
a take-home exam, etc.
G. Unfair advantage: attempting to gain unauthorized advantage over fellow students in an academic exercise. Example: gaining or providing
unauthorized access to examination materials, obstructing or interfering with another students efforts in an academic exercise, lying about a need for
an extension for an exam or paper, continuing to write even when time is up during an exam, destroying or keeping library materials for ones own
use., etc.
* If a student is unsure whether his action(s) constitute a violation of the Code of Academic Integrity, then it is that students responsibility to consult
with the instructor to clarify any ambiguities.

(Source: Office of the Provost, 1996) - http://www.vpul.upenn.edu/osl/acadint.html

Name: ________________________
Date of Presentation: ____________

Content

Coherence and
Organization

Creativity

Speaking Skills

Exceptional (4)
An abundance of material
clearly related to thesis; points
are clearly made and all
evidence supports thesis;
varied use of materials
Thesis is clearly stated and
developed; specific examples
are appropriate and clearly
develop thesis; conclusion is
clear; shows control; flows
together well; good transitions;
succinct but not choppy; well
organized
Very original presentation of
material; uses the unexpected
to full advantage; captures
audience's attention
Poised, clear articulation;
proper volume; steady rate;
good posture and eye contact;
enthusiasm; confidence

U.P. College of Education

Oral Presentation Rubric
Teacher: Prof. Lizamarie Campoamor-Olegario
Title of Work: ___________________
Admirable (3)
Acceptable (2)
Sufficient information that
There is a great deal of
relates to thesis; many good information that is not
points made but there is an clearly connected to the
uneven balance and little
thesis
variation
Most information presented in Concept and ideas are
logical sequence; generally loosely connected; lacks
very well organized but better clear transitions; flow and
transitions from idea to idea organization are choppy
and medium to medium
needed

Amateur (1)
Thesis not clear;
information included that
does not support thesis in
any way

Some originality apparent; Little or no variation;

good variety and blending of material presented with
materials/media
little originality or
interpretation
Clear articulation but not as Some mumbling; little eye
polished
contact; uneven rate; little
or no expression

Repetitive with little or no

variety; insufficient use of
multimedia

Presentation is choppy
and disjointed; does not
flow; development of
thesis is vague; no
apparent logical order of
presentation

Inaudible or too loud; no

eye contact; rate too
slow/fast; speaker
seemed uninterested and
used monotone
Preparedness
Student is completely prepared Student seems pretty
The student is somewhat Student does not seem at
and has obviously rehearsed. prepared but might have
prepared, but it is clear
all prepared to present.
Shows a full understanding of needed a couple more
that rehearsal was lacking. Does not seem to
the topic.
rehearsals.
Shows a good
understand the topic very
Shows a good understanding understanding of parts of well.
of the topic.
the topic.
Audience
Involved the audience in the Presented facts with some Some related facts but
Incoherent; audience lost
Response
presentation; points made in interesting "twists"; held the went off topic and lost the interest and could not
creative way; held the
audience's attention most of audience; mostly
determine the point of the
audience's attention throughout the time
presented facts with little presentation
or no imagination
Length of
Within two minutes of allotted Within four minutes of allotted Within six minutes of
Too long or too short; ten
Presentation
time +/
time +/
allotted time +/
or more minutes above or
below the allotted time
Collaboration with Almost always listens to,
Usually listens to, shares
Often listens to, shares
Rarely listens to, shares
Peers
shares with, and supports the with, and supports the efforts with, and supports the
with, and supports the
efforts of others in the group. of others in the group. Does efforts of others in the
efforts of others in the
Tries to keep people working not cause "waves" in the
group but sometimes is not group. Often is not a
well together.
group.
a good team member.
good team member.

U.P. College of Education

Oral Presentation Rubric
Teacher: Prof. Lizamarie Campoamor-Olegario
Title of Work: ___________________

Name: ________________________
Date of Presentation: ____________
Criteria
Content
Coherence and Organization
Creativity
Speaking Skills
Preparedness
Audience Response
Length of Presentation
Collaboration with Peers

Scorer 1

Overall, the oral presentation is: (CIRCLE ONE)

Exceptional
. 1
Admirable
. 2
Acceptable
. 3
Amateur . 4
The strong points of the oral presentation are:
Evaluator 1
Evaluator 2
Evaluator 3
Evaluator 4
Evaluator 5
Evaluator 6
The oral presentation can be improved by:
Evaluator 1
Evaluator 2
Evaluator 3
Evaluator 4
Evaluator 5
Evaluator 6
Evaluated by: GROUP NO. _____
Teachers Comments:

Scorer 2

Scorer 3

Scorer 4

Scorer 5

Scorer 6

Total

Rubric for a Research Project

Student Name(s)_____________________________Final Grade________
Thesis/Problem/Q
Information
Analysis
Synthesis
uestion
Seeking/Selecting
and Evaluating
4
Student(s) posed a Student(s)
Student(s)
Student(s)
thoughtful, creative gathered
carefully analyzed
developed
question that
information from a
the information
appropriate
engaged them in
variety of quality
collected and drew structure for
challenging or
electronic and print appropriate and
communicating
provocative
sources, including
inventive
product,
research. The
appropriate
conclusions
incorporating
question breaks
licensed
supported by
variety of quality
new ground or
databases.
evidence. Voice of
sources.
contributes to
Sources are
the student writer
Information is
knowledge in a
relevant, balanced is evident.
logically and
focused, specific
and include critical
creatively
area.
readings relating to
organized with
the thesis or
smooth transitions.
problem. Primary
sources were
included (if
appropriate).
3
Student(s) posed a Student(s)
Student (s) product Student(s) logically
focused question
gathered
shows good effort
organized the
involving them in
information from a
was made in
product and made
challenging
variety of relevant
analyzing the
good connections
research.
sources--print and
evidence collected among ideas
electronic

Student(s)
constructed a
question that lends
itself to readily
available answers

Student(s) relied
on teachergenerated
questions or
developed a
question requiring
little creative
thought.
Teachers Comments:

Student(s)
gathered
information from a
limited range of
sources and
displayed minimal
effort in selecting
quality resources
Student(s)
gathered
information that
lacked relevance,
quality, depth and
balance.

Student(s)
conclusions could
be supported by
stronger evidence.
Level of analysis
could have been
deeper.

Student(s) could
have put greater
effort into
organizing the
product

Student(s)
conclusions simply
involved restating
information.
Conclusions were
not supported by
evidence.

Student(s) work is
not logically or
effectively
structured.

Documentation

Product/Process

Student(s)
documented all
sources, including
visuals, sounds,
and animations.
Sources are
properly cited, both
in-text/in-product
and on WorksCited/WorksConsulted
pages/slides.
Documentation is
error-free.

Student(s)
effectively and
creatively used
appropriate
communication
tools to convey
their conclusions
and demonstrated
thorough, effective
research
techniques.
Product displays
creativity and
originality.

Student(s)
documented
sources with some
care, Sources are
cited, both intext/in-product and
on WorksCited/WorksConsulted
pages/slides. Few
errors noted.
Student(s) need to
use greater care in
documenting
sources.
Documentation
was poorly
constructed or
absent.
Student(s) clearly
plagiarized
materials.

Student(s)
effectively
communicated the
results of research
to the audience.

Student(s) need to
work on
communicating
more effectively

Student(s) showed
little evidence of
thoughtful
research. Product
does not effectively
communicate
research findings.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Guidelines for Research Project

Choose your own lifespan topic to investigate in depth
Write questions about the topic that you want to answer. Always include implications to parenting and teaching.
Show multiple perspectives on the issue, discuss your personal experience relevant to the topic.
Do related fieldwork to investigate the topic in Philippine setting.
Have at least 10 key references (listed using APA format) aside from the references that I listed. Use psychological journals.
Avoid popular media and esoteric sources as references.
All papers must be original and written individually. Plagiarized papers will automatically get 5.0
Late papers will get .25 deduction per meeting day past the due date.
I do not accept emailed papers.
I do not accept lack of internet access as an excuse for missing due dates, unless there is a natural disaster
I do not accept a stolen, broken, or crashed computer as an excuse for missing papers. Since the class is mostly online, you
should have a back-up plan in case your usual computer is available.
DEVELOPMENTAL LIFE STORY
The purpose of this assignment is for you to establish your identity and personality and to enhance your knowledge on the human
development concepts and theories by integrating them to your personal experiences. Gather as much information as you can
from your personal memories, parents/ guardians/ relatives, older siblings, albums, medical, and school records. Do not limit
yourself to the points/ framework that I provided. Each section should be typed, double-spaced, and at least two pages. You will
be graded according to substance, insights, and effort given in reflection. Pictures and other materials that you want to add (which
will be done towards the end of the semester) to personalize your project is not included in the minimum number of pages required.
Include only the information that you feel comfortable sharing. All information written in the autobiography will be treated with
utmost confidentiality. To avoid redundancy in the papers, plan under which heading you plan to put significant information about
yourself. In each life stage, highlight the most significant persons or events and their contributions to your own learning
and development.
INTRODUCTION / REFLECTION ON FAMILY BACKGROUND AND BEGINNINGS OF LIFE (aids: autograph notebook,
genogram, family constellation) Tell something about yourself. Share some stories you know about your conception and birth.
What qualities make you unique/ special? What are your best qualities and what are your worst qualities? What do you do to
improve yourself? Write something about your parents, their occupation, and ages; about your siblings, course/ occupation and
ages. How were you raised by your parents? What is their parenting style/s and how has/ have their parenting style/s influenced
you? What can you say about your brothers and/ or sisters? What is your birth order? What is it like growing up in this particular
family constellation? Are your parents married? Are they still married to each other? How does their relationship affect you?
REFLECTION ON INFANCY AND TODDLERHOOD FOCUSING ON PHYSICAL AND COGNITIVE DEVELOPMENT (aids:
physical development activity, online IQ test, multiple intelligence/ learning strength assessment, Cognitive Development Theories)
What are the most significant things that happened to you during your infancy and toddler years? How have those events affected
who you are today? When and where were you born? What was your height and weight at birth? What was your growth pattern
from childhood to adulthood? How has your health been? What can you say about your general appearance? What physical
traits are your strengths? How do you maintain those strengths/ advantages? What physical traits are your weaknesses? What
do you do to improve yourself in your physical weaknesses?) Describe your cognitive development. How was your first
experience in school and how has this experience affected you interest and performance in school work? How has your cognitive
development affected your life? What are your cognitive strengths? How do you maintain your strengths? How do you maximize
your brain power? What are your cognitive weaknesses? What do you do to improve in those aspects? Any plans to pursue
further studies? Why?
REFLECTION ON CHILDHOOD FOCUSING ON MORAL AND PSYCHOSOCIAL DEVELOPMENT (aids: moral dilemma activity,
moral development theories, how emotional are you test, psychosocial development theories, emotional intelligence theory, online
personality tests) What are the most significant things that happened to you during your childhood years? How have those events
affected who you are today? What is your religious affiliation? Do you have the same religious affiliation as your parents/
guardians? How has your moral/ religious beliefs changed throughout your life? How important is your religious/ spiritual life?
What can you say about your morality? What stage of development do you think you are in? What are your moral strengths?
How do you maintain those strengths? What are your moral weaknesses? What do you do to improve in those aspects? What
can you say about your emotional development? What are your emotional strengths? What do you maintain your emotional
strengths? What are your emotional weaknesses? What do you do to improve yourself in your emotional weaknesses? Where
were you born? Where did you grow up? What was it like growing up there? What are our positive experiences and negative

experiences? How have they shaped you as a person? What is your socio-economic status? How has it contributed to your
development? Why are you the person you are today? Whats your personality and temperament? You may also discuss your
relationships with other people and how they have affected your development? How would you describe your level of happiness?
What contributes to your level of happiness today?
REFLECTION ON ADOLESCENCE AND EARLY ADULTHOOD FOCUSING ON CAREER DEVELOPMENT AND GETTING
MARRIED AND RAISING CHILDREN (aids: parenting styles, love relationships discussion, career factor test, career mapping)
What are the most significant things that happened to you during your adolescence and early adulthood years? How have those
events affected who you are today? Are you married? If not, do you intend to get married? At what age did you get married or
plan to get married? Which do you prefer marry or not? Why? How would you describe your current intimate relationship (if
married, with your spouse; if not married, with your boyfriend or girlfriend?) If you dont have a current intimate relationship yet,
describe your ideal partner and ideal relationship. How do you picture yourself in that relationship? Do you have children? If so,
how many and what are their ages? What is the most rewarding and most difficult aspect of raising children? If you do not have
children, how many children do you hope to have? What age gap? Why? Do you want to have children? Why/ why not? What
worries you most about having children? What kind of parent do you think you are going to be? What qualities of your parents do
you want to retain and what qualities do you want to change? When you were younger, what kinds of careers did you think about?
Are any of those ideas still possibilities? What is your current major? What do you hope to be doing after you graduate from
school? What do you see yourself career-wise ten years from now? Who/ What has influenced you in your choice of career?
Think of a middle-aged adult that you admire.
CONCLUSION (aids: Marcias identity formation) As you read over your essays, what reactions do you have? What have you
learned about yourself from doing this assignment? What do you think is your state of identity? Why? Has it helped you in
enhancing your knowledge in developmental psychology? What was the best part of this assignment, and what was the worst part
of this assignment? Note congruencies or interactions among the various facets of development.
COMPILATION The effort you give and the creativity you put in the compilation of your essays will show how much you value the
reflections you made. You may use any medium/ media that you feel comfortable using. You will be graded according to effort
given and creativity. Happy compiling!
Rubric
Each paper is worth 10 points
10 - This paper is excellent, not only answering the questions, but also reflecting deeply about your own views and how they
compare/contrast with class discussion and readings. You took time to think about the topics discussed in class and then
expressed those thoughts in your paper. Then, you took time to express how the topics discussed in class can be implemented in
your class, or in your life.
8- This paper answers the questions and is well presented. It is overall complete, although you may have been able to go into more
depth or incorporate readings/discussions more.
6 Your paper addressed the question, but not in depth and did not show as much reflection as was expected. You had a very
busy weekend. You took time to think about the topics discussed in class and then expressed those thoughts in your paper.
4 You addressed the questions but gave no evidence or insights.
2- You hastily threw this paper together not really addressing the question. But hey, you got something in. You wrote something.
But it was unclear what you wrote about. It had something sort of to do with class. Thanks for handing something in.
1- Your paper was not completed. You probably went camping and forgot all about it.