Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
College of Teacher Education
Center of Development
Name: Parker Gino P. Foster
Date: November 15, 2021
Course & Major: BSED-Science
Field Study I
EPISODE 2
Learner Diversity: Developmental Characteristics, Needs and Interests
SPARK YOUR INTEREST
PAGE 22
Episode 2 provides me with an opportunity to observe learners of different ages and grade
levels. It highlights the differences in their characteristics and needs. As a future teacher, it is
important for me to determine my learners’ characteristics and needs so that I will be able to
plan and implement learning activities and assessment that are all developmentally appropriate.
TARGET Your Intended Learning Outcome
 At the end of this Episode, I must able to describe the characteristics, needs, and interest
of learners from different development level. (3.1.1)
REVISIT the Learning Essentials
Here are major principles of development relevant to this Episode:
1. Development is relatively orderly. Development follows directional patterns such as,
from the head to the toe (cephalocaudal), and from the center of the body then outwards
(proximodistal)
2. Development takes places gradually.
3. All domains of development and learning-physical, social and emotional and cognitiveare important, and thet are closely interrelated. (NAEYC)
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities. (NAEYC, 2019)
OBSERVE,
ANALYZE, REFLECT
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Activity 2.1
Observing Learner Characteristics at Different Stages
Resource Teacher:
Grade/ Year Level:
Teacher’s Signature:
Subject Area:
School:
Date:
To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1: Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2: Describe each of the learners based on my observations.
Step 3: Validate my observation by interviewing the learners
Step 4: Compare them in terms of their interest and needs.
OBSERVE
Use the observation guide and matric provided for you to document your observations.
An observation guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on the provided
space. Your teacher may also another recommend another observation if a more detailed
observation preferred.
PHYSICAL
1. Observe their gross motor skills how they carry themselves, how they move, walk,
run, go up the stairs, etc.
2. Are gross movement clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
SOCIAL
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
EMOTIONAL
1. Describe how they disposition or temperant of the learners. (happy, sad, easily cried,
mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describes their level of confidence as shown in their behavior. Are they selfconscious?
COGNITIVE
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence
of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving activities.
LEARNERS’ DEVELOPMENT MATRIX
Record the data you gathered about the learners’ characteristics and needs in this
matrix. This will allow you to compare the characteristic and needs of learners at different
levels. The items under each domain are by no means exhaustive. These are just sample
indicators. You may add others aspects which you may have observed.
Development
Domain
Preschooler
3-5 years old
Elementary
6-12 years old
High School
13-16 years old
PHYSICAL
Gross-motor
skills
Fine-motor
skills
Preschoolers tend to Elementary students High school are found
do inside and out their usually
misbehave. of
sharing
classroom.
They are observed conversations
with
roaming around their their
classmates.
classrooms (meeting). Usually stays inside
the
classroom
(meeting).
They
need
full These students are less
guidance and support observant. Some of the In this stage the
to their tasks and students have some students
are
activities.
difficulty
in independent.
They
understanding
the have less dependency
directions even it is on teachers’ hand-toalready presented.
hand direction. Some
do their own ways.
Self-help skills
They still need support
and assistance in
managing their selves.
Need some strategic
rule in order for them
to keep behave.
They
somehow
manage their actions
and their bare selves.
Knows how to follow
instructions;
and
manageable of their
self-oriented tasks.
Interaction with Mostly the students
are attention-seeker,
teachers
they always tend to
ask permissions to do
such things; they seek
more attention and
guidance of their
teacher but in polite
and gentle way.
hey were inquisitive.
They were fond of
asking
about
instructions in regards
to their test or quiz.
They approach their
teacher with duly
respect.
They participated well
during
class
discussion. As a
result, they have an
interactive classroom.
They
were
very
respectful to their
teacher.
Interactions
with classmates They love to talk
together with their
and friends
seatmates,
catching
ones’ attention and ask
them to play with
them.
Interests
They like to talk and
talk together with their
classmates.
Sharing
conversations
were
neutral to them.
They respect ones’
ideas and they really
love to talk to one
another.
They are fond of
playing,
roaming
around, eating and
reading colored story
books.
During their free time,
some used to play
music draw something
and
having
conversation with their
classmates.
Most of them are busy
of
having
their
gadgets and cellphone
many of the finishes
thie unfinished works
during free time. The
have interests in
watching
online
videos and reading ebooks.
They were showy and
expressive of what
they feel. If their sad,
they cry with tears and
if their happy, they
laugh aloud. They
were moody; easily
They were moody and
sensitive. Easily got
annoyed if undergoes
bullying
or
hear
unwanted feedbacks
from their classmates
and teachers.
They are already
mature in handling
emotions and mood.
Everybody
respect
each of one’s opinion.
They have common
sense and aware of
These students are
responsible enough of
themselves.
They
know how to manage
their
behavior
whenever in class.
Well prepared in selfgrooming
and
sanitation.
Social
EMOTIONAL
Moods
and
temperament
expression of
feelings
get mad if they can’t
easily get what they
want.
someone’s feeling and
temperament.
Some of the emotions
of the students are at
extremes, if they happy
for a certain thing,
they’ll do it to the best
they can be; and in case
of hatred, they’ll just
cry and consulate them
comfort
their
emotions.
Emotions of the teens
here are of course
aligned with their
maturity. They are
emotionally
independent and can
handle their problems
with colleagues and
classmates.
Communication Their thoughts or
messages are very
Skills
simple.
Their
sentences are choppy
and sometimes, it’s
redundant.
The messages they
wanted to convey are
too ambiguous. They
have a lot of chitchats
from their seatmates.
They
need
the
assurance of their
colleagues
before
asking their teacher.
Their messages are
clear and good. The
conversation among
the people around
them are concrete.
Good feedbacks and
transitions
of
messages.
Thinking Skills
They were egocentric.
They think others
might have the same
ideas on what they
have.
They believed and just
depend to what their
teacher discussing in
front.
They think critically
and assess a literary or
artistic
works.
Corrections
were
being raised to their
teacher.
ProblemSolving
They can’t solve
problems on their
own. They call their
teacher and guardians’
attention if problem
arises.
They can solve easily
problems but by just
simply touching its
surface
and
not
analyzing the inner
part of it.
They are able to solve
the
given
problem/situation
independently. Some,
repeat the questions
several times before
answering and they
apply evaluation.
Emotional
Independence
These students are
sensitive in a way that
their emotions are soft,
if they tend to cry
they’ll cry. To get over
these, teacher, needs
some flowery words
just to comfort them or
as a reward.
COGNITIVE
ANALYZE
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teachers.
Example:
Level
Preschool
Age range of learners
observed ____
Level
Preschool
Age range of learners
observed 3-5 years old
Elementary
Age range of learners
observed 6-12 years old
Salient Characteristics
Implications to the
Observed
Teaching-Learning Process
 Preschoolers like to move  Therefore, the teacher
around a lot.
should remember to use
music and movement
activities not just in PE but
in all subject areas.
 Therefore, teachers should
not expect preschoolers to
stay seated for a long
period of time.
Salient Characteristics
Observed
Implications to the
Teaching-Learning
Process
Preschoolers were at the stage
of
inquisitiveness
and
curiosity. Making that point,
a number of questions were
raised. They were irritable,
sensitive, and prone to rage.
Therefore, teachers must be
knowledgeable
and
inventive, resourceful and
industrious. Inside their
hearts and minds, they must
have patience and love. They
must be aware that there are
various types of students in
their classroom. As a result,
individuals must treat their
fragile emotions with love,
care, and instruction.
Students in elementary level
were believed to be of "gang
and smart age." They enjoy
exploring their classroom. It's
fun for them to have talks
with their seatmates.
Therefore, teachers must be
knowledgeable and patient.
They
must
prepare
themselves for possible
questions that may ask
during discussion period.
Most importantly, they must
acquire the virtue of patience
in
handling
different
scenarios. High school Age
range of children observed
High School
Age range of learners
observed 13-16 years old
REFLECT
High school students were
now in greater stability and
gradually tone down. They
stay in their classrooms and
walk around when they have
leisure time.
Therefore, teachers must be
sensitive, knowledgeable and
patient. They should not
expect that students will be
simply satisfied on what they
were discussing but instead
be prepared for students
might
give
feedbacks,
questions and clarification
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1. Write you were observing the learners; did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?
I was able to relate my past experiences when I was the same with their ages. I can still
remember when I was a preschooler, I don’t go to school without the presence of my
parents and as well as my friends. I’m very excited and motivated to interact inside our
classroom especially when my teacher offers some rewards like; happy face stickers,
chocolates and stars. Just like the preschoolers I observed, I am fond of going inside
and out the classroom. I already knew how to take off my shoes, I easily got mad and
cry, I am an attention-seeker and I love to share some conversations with my
classmates. But during elementary years, I learned to go to school alone even without
the presence of my mother or father. and when I took the high school years I have found
out myself already grew up and matured, not just physically but also holistically.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, social, and cognitive)? How did it
affect you?
I can still remember my adviser in Senior High School at STEM strand. She was
an ideal and effective teacher for me. She gave me chances to improve myself. She was
fond of giving rewards for students who excel most in her discussion. With that I became
more motivated. She didn’t get mad or angry if I tell her I didn’t understand the
discussion but instead she will be helping me through conducting practical activities
and innovative teaching that really helps me and my fellow classmates to really
understand the heart of the lessons. Physically she was very supportive, she used to
notice our decorums, uniforms. She did not let us look cheap, she even makes us some
piratical thing to look classy. She encouraged me to be patient, friendly, kind, humble,
forgiving and most importantly to be God-fearing.
3. Share your other insights here.
Children are already learning even as the early days of him, and they develop
and learn at a rapid pace in their early years. This provides a critical foundation for
lifelong progress, and the adults who provide for the care and education of children
bear a great responsibility for their health, development, and learning.
Based on my observation, it has also shown that much more is going on
cognitively, socially, and emotionally in young children as learners than scientists or
care and education professionals previously knew. Even in their earliest years, children
are starting to learn about their world in sophisticated ways that are not always
reflected in their outward behavior. Learning and development for young children is
both rapid and cumulative, continuously laying a foundation for later learning.
Learning is also influenced by a child’s developing relationships with adults
and peers. A child’s security both physically and in relationships creates the context in
which learning is achievable. Physical health matters as well; studies have linked food
insecurity among children and their families to poor academic outcomes, for example,
while increased physical activity has been linked to improved academic performance.
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LINK THEORY TO PRACTICE
Directions: Read the items given below and encircle the correct answer.
1. A 14-year old felt ignored by her crush whom she believes is her one true love. She
is crying incessantly and refuses to listen and accept sound advice the teacher is
offering. Her refusal to accept is because _____.
A. she thinks what she feels is too special and unique, that no one has felt like
this before
B. the teenager’s favorite word is “no” and she will simply reject everything the
teacher says
C. 14-years-old are not yet capable of perspective taking and cannot take the
teacher’s perspective.
D. Teenagers never listen to adult advice.
2. A preschool teacher is thinking about how best to develop the fine motor skills of
the 4-year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills everyday
C. Encourage children to eat independently.
D. Conduct a variety of fun challenging activities involving hand muscles
daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked
the class. “What happens to the eggs if I add three-tablespoon salt to the glass
water?” This is hypothesis formulation. What can you infer about the cognitive
developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
Which is your favorite theory of development. How can this guide you as a future teacher?
Clip some reading about this theory and paste them here.
What I love most is the theory of cognitive development by Jean Piaget. He
explained the stages of development in narrower way. With that, I can easily identify the
differences of characteristics between preschoolers, elementary and high school ages. As a
soon to be teacher, I must be aware that inside my classroom I might have different types of
learners. Therefore, I need to be resourceful and knowledgeable in handling different
instances. This theory will serve as my guide in preparing different strategies and appropriate
materials in handling different learners inside the classroom.