COLLEGE OF TEACHER EDUCATION

FIELD LEARNING Learner Diversity:

Developmental Characteristics,
STUDY 1 EPISODE Needs and Interests
FS 1 2

OBSERVED, ANALYZE, REFLECT

PRESCHOOL

Resource Teacher: ROSE ANN DELOS SANTOS Parents Signature: Date: October 28, 2021

ELEMENTARY

Resource Teacher: SUSANA CACHO Parents Signature: Date: October 28, 2021

HIGH SCHOOL

Resource Teacher: ROSALINDA DELOS SANTOS Parents Signature: Date: October 28, 2021

Step 1: Observe 3 groups of learners from different levels (preschool, elementary, and high school).
Step 2: Describe each of the learners based on your observation.
Step 3: Validate your observation by interviewing the
learners. Step 4: Compare them in terms of their interests and needs.

AN OBSERVATION GUIDE FOR THE LEARNER’S CHARACTERISTICS

Read the following statements carefully. Then write your observation report on the provided space.
Your teacher may also recommend another observation checklist if a more detailed observation is 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 movements clumsy or deliberate/smooth?

3. How about their fine motor skills? Writing, drawing, etc.

Social
 how they interact with teachers and other adults.
1. Describe
2. Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners.

(happy, sad, easily cries, mood-shifts)

1. How do they express their wants/needs? Can they wait?

2. How do they handle frustrations?

3. Describe their level of confidence as shown in their behavior. Are they self-conscious?

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 their opportunities for problem solving? Describe how did they showed problem solving abilities.

Learner’s Development Matrix

Record the data you gathered about the learner’s characteristics and needs in this matrix. This will allow you to
compare the characteristics 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 other aspects which you may have observed
 Preschooler Elementary High School
Development Indicate age range of Indicate age range of Indicate age range of
Domain children observed: 3-5 children observed: 7-11 children observed: 12-21
years old years old years old

Physical
He can walk normal and She can walk normally and He can walk faster and run
 Gross-motor skills run but he don’t know she run and she carry itself. and they know how to carry
how to carry his self. themselves.

 Fine-motor skills
Some of the students are They need to enhance their They good in writing and
good in writing, drawing physical aspects. they need more enhance to
some are not they need reading.
more enhance.

 Self-help skills
Some of the students are
For their self-skills are need to enhance to their Students are behave during
need to improve and selves what are good to their classes and during their
enhance. them. activities.
OTHERS

Social
always excited to greet the answers simple questions answers simple questions
teacher
able to play cooperatively able to play cooperatively
 Interaction with clingy to their classmates with his/her peers with his/her peers
teachers and always greet them

 Interaction with
classmates/friends
Eating ,Playing, and They begin to had time Their interest were reading
reading colorful story management. They are into watpads, ebook, engaging in
books and color it. playing but they are also the online games, they
 Interests starting to engaged in the always use their mobile
social media. They starting phones in texting, chatting or
to have interest in reading video calling. They begin to
books which had different attract in opposite gender.
genre.

Emotional

 Moods and Usually don’t cry but cries

Very cheerful, loves to Cheerful loves jokes
temperament, easily when it comes to
play than studying, most impatient
expression of family.
of the time happy and short span of attention
feelings easily to distract

They are dependent Begin to have a

 Emotional Great pretender and didn’t
emotionally because they independent emotion and
independence want to show their true
are too young. Simple can hide their feelings.
feelings
things makes them cry
easily.
Cognitive

 Communication Able to speak words Able to understand what Able to understand clearly to
skills because of what they others tell them, they can what someone said to him.
always hear in their converse simultaneously Can give feedback and
environment, they will with a mistake by using converse simultaneously
imitate it. their mother tongue with a little mistake by using
language and begin to learn their mother tongue and
Mostly their words
English language. English language.
can’t understand
easily because it
was choppy.

They are more engaged in

 Thinking skills They are starting to their environment, they
They are always questions develop their thinking always use their critical
in their mind out of skills, they are more thinking skills, they can
curiosity even in the engaged in social media answer hard questions and
simple things. They can app like online games. their memorization is more
answer some questions They are starting to accurate.
that were very simple like develop their critical
how old are you? thinking skills like
answering a riddles.
They can solve hard math
 Problem-solving They can solve simple and problems and can do
They answering questions, hard math problems. They formula. They can give
with hesitations, they can’t can solve problems with or solutions independently
be sure to their answer with out their own.
because they don’t know
what is the real answer. As
well as they were
confused and they need
guidance to solve the
problem.
REFLECT

1. While 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
observe?

Yes, I did recall my own experience when I’m in elementary and high school, but I can’t really
remember my experience when I’m in pre school. When I was in pre school the first day of
school was a time where I am afraid to be alone and meet other people other than my family and
playmates. As time passes by we do learn many things in Day Care Center together with my
teacher. We recited poem, sang many songs, played games, wrote letters and many more. But the
difference is that they don’t have a actual class and their teacher is mostly their parents because of
the pandemic and there’s no face to face class that’s why there are lot of struggles they encounter
especially the parents

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, emotional, social and cognitive)? How did it affect
you?
I wouldn’t forget Mrs. Apostol, a teacher who isn’t just focus on the cognitive domain
of her students but also the needs of her students in terms of emotion is concern. She taught me
things that put great emphasis on my behavior and distinguishing good from bad. She constantly
reminded me what it means to be a good child in our community, although I have been very naive
back then because I was just little. It was only later when I came to realize what she told me and
what she meant. It served as my guideline up until now and it was a lesson that I’ll treasure for the
rest of my life.

2. Share your other insights here.

Not all pupils and students are going to be interested in your lesson. You must set a plan how to
deal that problem. Every individual goes in the stages of development in the same pattern but not at
the same time and rate. We should address things that are relevant or appropriate to their cognitive
level when educating them
Show your Learning Artifacts
Which is your favorite theory of development. How can this guide you as a future teacher? Clip some readings about
this theory and paste them here.
Freud said that a well-adjusted person is one who has strong ego, who can help satisfy the
needs for the id without going against the superego while maintaining the person’s sense of what is
logical, practical and real. Of course, it is not easy for the ego, to do all that and strike a balance. If
the id exerts too much power over the ego, the person becomes too impulsive and pleasure-seeking
behavior takes over one’s life. On the opposite direction, one may find the superego so strong that
the ego is overpowered. The person becomes so harsh and judgmental to himself and others’
actions. The person’s best effort to be good may still fall short of the superego’s exceptions.
The ability of a learner to be well-adjusted is largely influenced by how the learner was
brought up. His experiences about how his parents met his needs, the extent to which he was
allowed to do the things he wanted to do, and also how he was taught about right and wrong, all
figures to the type of personality and consequent adjustment that a person will make. Freud
believed that the personality of an individual is formed early during the childhood years.
EVALUATE Performance Task
Name of FS Student: Sofiah Leahneil V. Bergundo Date Submitted: January 19,2022
Year and Section: BSED IV-FILIPINO

______________________________________ ___________________
Signature of FS Teacher above Printed Name Date