UNIVERSITY OF THE PHILIPPINES

College of Education
EDFD 210: HUMAN DEVELOPMENT AND LEARNING
First Semester, SY 2018-2019

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 RESEARCH PAPER (DUE ON SEPTEMBER 22)
JOIN EDFD 210 FACEBOOK GROUP
FOUNDATIONS OF DEVELOPMENT
THEORIES/ PERSPECTIVES OF DEVELOPMENT
BEGINNINGS OF LIFE
EDUCATING THE PARENTS
For the Learner in the Womb
1. Prenatal Memory and Learning by 1 Angela Pajares (absent) (need to have modern references)
2. Teratogens (agents or factors that cause malformation of the embryo), How the mother’s lifestyle/environment affects the unborn
For the Young Learner at Home
1. Positive Parenting (Dealing with Temper Tantrums, Separation Anxiety, Different Temperaments) by 2 Anntoinette Joon Sison CAN
BE DONE BY TWOn—add more
2. Monitoring Exposure to Technology: It’s Impact to the Child’s Brain by 3 Joselle Salvador ( )
3. Early Identification of Sensory and Physical Difficulties by 4 Mina Santos (no paper)

THE PRE-SCHOOLERS: EARLY CHILDHOOD (2-6 years)

1. Helping students with separation anxiety by 5 Precious Priscilla
2. Play-based Learning by 6 Kayla Pontigon (will send within the week)
3. Dealing with Children’s Frustration, Aggression, Fears and Anxieties, Jealousy/ Rivalry at School by 7 Anj Umali CAN BE DONE
BY TWO (good start)
 SUBMIT REFLECTION PAPER NO. 1
4. Socio-emotional Learning (discussed factors only but still needs to add more on the SEL) for Emotional Expression and
Regulation (Mary Dhell – well discussed first part) by 8 Mary Dhelle Nositera and 9 Jairo Santos
5. Teaching Resiliency by 10 Justene Manzano (covered but needs framework)

THE ELEMENTARY PUPILS: MIDDLE CHILDHOOD (6-11 years)

1. Easing Transition from Pre-school to Elementary by 11 Vanessa Ann Baga (synthesize… articles submitted)
2. Identifying and Handling Behavioral (Lara – good) and Learning Difficulties in the Classroom by 12 Lara Kaye Recto and 13 Lloyd
Niguidula (good details)
3. Preventing Bullying in the Classroom at its Onset by 14 Anne Sagun
4. Developing Competence and Self-Efficacy Among Elementary Students By Aiza
Palaya (best siya sa ganitong age, not later) (need to add more journals)

THE HIGH SCHOOL STUDENTS: ADOLESCENT (TRANSITION TO ADULTHOOD)

1. Adolescent Brain and the Development of Decision Making Skills by 15 Nadine de Asis (well discussed first part… so what? --_)
2. Identity Development and Education by 16BMruno Bars
SUBMIT RELFECTION PAPER NO.2

3. Career guidance by 17 Cathy Olivar (needs to add more) )

4. Sexuality Education by 18 Marc Helton Sua
5. Sexuality Education Janea – boys 19
6. Dealing with Low Self-Esteem and Depression by 20 Julio Denosta (outline only) and 21 Claudia Danille Valondo (good paper.. can
sill add programmes)

THE ADULT LEARNER

1. Andragogy/ Adult and Lifelong Education by 22 Deniese Aileen Aninao (andragogy and journals, short)
2. Continuing Professional Development by 23 Wel Garcia-Dya (references, outline, repetitions)
SUBMIT REFLECTION PAPER NO. 3

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 you’ve 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 (3rd 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 student’s 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 person’s paper,
article, or computer work and submitting it for an assignment, cloning someone else’s 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 student’s 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 one’s 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 student’s 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 one’s 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 student’s responsibility to consult
with the instructor to clarify any ambiguities.

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

SEPT 1
8
22 DEADLINE OF PAPER
29
OCT 6
13
20 REFLECTION PAPER NO. 1
27
NOV 3
10 REFLECTION PAPER NO. 2
17
24
DEC 1 REFLECTION PAPER NO. 3

U.P. College of Education

Oral Presentation Rubric
Name: ________________________ Teacher: Prof. Lizamarie Campoamor-Olegario
Date of Presentation: ____________ Title of Work: ___________________

Exceptional (4) Admirable (3) Acceptable (2) Amateur (1)

Content An abundance of material
clearly related to thesis;
points are clearly made and
all evidence supports thesis;
varied use of materials
Coherence and Thesis is clearly stated and
Organization 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
Creativity Very original presentation of
material; uses the
unexpected to full
advantage; captures
audience's attention
Speaking Skills Poised, clear articulation;
proper volume; steady rate;
good posture and eye
contact; enthusiasm;
confidence
Preparedness Student is completely
prepared and has obviously
rehearsed.
Sufficient information that
relates to thesis; many
good points made but there
is an uneven balance and
little variation
Most information presented
in logical sequence;
generally very well
organized but better
transitions from idea to
idea and medium to
medium needed
Some originality apparent;
good variety and blending
of materials/media
Clear articulation but not as
polished
Student seems pretty
prepared but might have
needed a couple more
There is a great deal of
information that is not
clearly connected to the
thesis
Concept and ideas are
loosely connected; lacks
clear transitions; flow
and organization are
choppy
Little or no variation;
material presented with
little originality or
interpretation
Some mumbling; little
eye contact; uneven
rate; little or no
expression
The student is
somewhat prepared, but
it is clear that rehearsal
Thesis not clear;
information included
that does not support
thesis in any way
Presentation is choppy
and disjointed; does
not flow; development
of thesis is vague; no
apparent logical order
of presentation
Repetitive with little or
no variety; insufficient
use of multimedia
Inaudible or too loud;
no eye contact; rate
too slow/fast; speaker
seemed uninterested
and used monotone
Student does not seem
at all prepared to
present. Does not
 Shows a full understanding rehearsals. was lacking. seem to understand
of the topic. Shows a good Shows a good the topic very well.
understanding of the topic. understanding of parts
of the topic.
Audience Involved the audience in the Presented facts with some Some related facts but Incoherent; audience
Response presentation; points made in interesting "twists"; held the went off topic and lost lost interest and could
creative way; held the audience's attention most the audience; mostly not determine the point
audience's attention of the time presented facts with little of the presentation
throughout or no imagination
Length of Within two minutes of Within four minutes of Within six minutes of Too long or too short;
Presentation allotted time +/– allotted time +/– allotted time +/– ten or more minutes
above or below the
allotted time
Collaboration Almost always listens to, Usually listens to, shares Often listens to, shares Rarely listens to, shares
with 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
Name: ________________________ Teacher: Prof. Lizamarie Campoamor-Olegario
Date of Presentation: ____________ Title of Work: ___________________

Criteria Scorer 1 Scorer 2 Scorer 3 Scorer 4 Scorer 5 Scorer 6 Total

Content
Coherence and Organization
Creativity
Speaking Skills
Preparedness
Audience Response
Length of Presentation
Collaboration with Peers

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. _____

Teacher’s Comments:
Rubric for a Research Project
Student Name(s)_____________________________Final Grade________
Thesis/Problem/Q Information Analysis Synthesis Documentation Product/Process
uestion Seeking/Selecting
and Evaluating
4 Student(s) posed a Student(s) Student(s) carefully Student(s) Student(s) Student(s)
thoughtful, creative gathered analyzed the developed documented all effectively and
question that information from a information appropriate sources, including creatively used
engaged them in variety of quality collected and drew structure for visuals, sounds, appropriate
challenging or electronic and print appropriate and communicating and animations. communication
provocative sources, including inventive product, Sources are tools to convey
research. The appropriate conclusions incorporating properly cited, both their conclusions
question breaks licensed supported by variety of quality in-text/in-product and demonstrated
new ground or databases. evidence. Voice of sources. and on Works- thorough, effective
contributes to Sources are the student writer Information is Cited/Works- research
knowledge in a relevant, balanced is evident. logically and Consulted techniques.
focused, specific and include critical creatively pages/slides. Product displays
area. readings relating to organized with Documentation is creativity and
the thesis or smooth transitions. error-free. originality.
problem. Primary
sources were
included (if
appropriate).
3 Student(s) posed a Student(s) Student (s) product Student(s) logically Student(s) Student(s)
focused question gathered shows good effort organized the documented effectively
involving them in information from a was made in product and made sources with some communicated the
challenging variety of relevant analyzing the good connections care, Sources are results of research
research. sources--print and evidence collected among ideas cited, both in- to the audience.
electronic text/in-product and
on Works-
Cited/Works-
Consulted
pages/slides. Few
errors noted.
2 Student(s) Student(s) Student(s) Student(s) could Student(s) need to Student(s) need to
constructed a gathered conclusions could have put greater use greater care in work on
question that lends information from a be supported by effort into documenting communicating
itself to readily limited range of stronger evidence. organizing the sources. more effectively
available answers sources and Level of analysis product Documentation
displayed minimal could have been was poorly
effort in selecting deeper. constructed or
quality resources absent.
1 Student(s) relied Student(s) Student(s) Student(s) work is Student(s) clearly Student(s) showed
on teacher- gathered conclusions simply not logically or plagiarized little evidence of
generated information that involved restating effectively materials. thoughtful
questions or lacked relevance, information. structured. research. Product
developed a quality, depth and Conclusions were does not effectively
question requiring balance. not supported by communicate
little creative evidence. research findings.
thought.
Teacher’s Comments:
Guidelines for Research Project
1. Choose your own lifespan topic to investigate in depth
2. Write questions about the topic that you want to answer. Always include implications to parenting and teaching.
3. Show multiple perspectives on the issue, discuss your personal experience relevant to the topic.
4. Do related fieldwork to investigate the topic in Philippine setting.
5. 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.
6. All papers must be original and written individually. Plagiarized papers will automatically get 5.0
7. Late papers will get .25 “deduction” per meeting day past the due date.
8. I do not accept emailed papers.
9. I do not accept lack of internet access as an excuse for missing due dates, unless there is a natural disaster
10. 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? What’s 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 don’t 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: Marcia’s 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.

0- Your paper was not completed. You probably went camping and forgot all about it.
SCHEDULE OF PRESENTATIONS
SEPT 29
Prenatal Memory and Learning by 1 Angela Pajares
Positive Parenting (Dealing with Temper Tantrums, Separation Anxiety, Different Temperaments) by 2 Anntoinette Joon Sison
Monitoring Exposure to Technology: It’s Impact to the Child’s Brain by 3 Joselle Salvador

OCTOBER 6
SUBMISSION OF RESEARCH DRAFT FOR THOSE WHO HAVEN’T SHOWN ME THEIR FULL PAPER
Early Identification of Sensory and Physical Difficulties by 4 Mina Santos
Helping students with separation anxiety by 5 Precious Priscilla (I need to see your paper ASAP)
Play-based Learning by 6 Kayla Pontigon (I need to see your paper ASAP)

OCTOBER 13
Dealing with Children’s Frustration, Aggression, Fears and Anxieties, Jealousy/ Rivalry at School by 7 Anj Umali
Socio-emotional Learning for Emotional Expression and Regulation by 8 Mary Dhelle Nositera and 9 Jairo Santos

OCTOBER 20
SUBMIT REFLECTION PAPER NO. 1
Teaching Resiliency by 10 Justene Manzano
Easing Transition from Pre-school to Elementary by 11 Vanessa Ann Baga
Identifying and Handling Behavioral (Lara) and Learning Difficulties in the Classroom by 12 Lara Kaye Recto

NOVEMBER 10
SUBMIT RELFECTION PAPER NO.2
Developing Competence and Self-Efficacy Among Elementary Students By Aiza Palaya
Adolescent Brain and the Development of Decision Making Skills by 15 Nadine de Asis
Career guidance by 17 Cathy Olivar

NOVEMBER 17
Sexuality Education by 18 Marc Helton Sua
Sexuality Education Janea – boys 19
Dealing with Low Self-Esteem by 20 Julio Denosta

NOVEMBER 24
Dealing with Depression by 21 Claudia Danille Valondo
Andragogy/ Adult and Lifelong Education by 22 Deniese Aileen Aninao
Continuing Professional Development by 23 Wel Garcia-Dya