MASTERFILE LET REVIEWER A GRADE 2022

MASTERFILE LET REVIEWER A GRADE 2022 NUMBE R CONTENTS PAGE PART 1- LECTURE NOTES 1 Child and Adolescent Development 3-22 2 Facilitating of Learning 23-27 3 Social Dimension of Education 28-50 4 The Teaching Profession 51-69 5 Curriculum Development 70-83 6 Educational Technology 84-113 7 Principles and Strategies of Teaching 114-133 8 Assessment of Learning 134-165 9 PART 2- PRACTICE TEST 166-234 10 PART 3- ANSWER KEY 235-244 PART 1 LECTURE NOTES CHILD AND ADOLESCENT DEVELOPMENT A. The Child and Adolescent Learner Childhood- Childhood is defines as the time for a boy or girl from birth until he or she is an adult. It is more circumscribed period of time from infancy to the onset of puberty. The Convention of the Rights if the Child defines a child as” every human being below the age of 18 years unless under the law applicable to the child, majority is attained earlier”. Adolescence- According to Stuart Judge, a noted educator and psychologist, adolescence is the period of transition from childhood to adulthood. Although sometimes described as beginning in parallel with fertility or puberty and ending with maturity and independence, adolescence has a very variable and imprecise duration The onset of adolescence cannot be pointed in physiological term, although it is influenced by the same sex hormones and refers to the same general period as physical sexual development. It represents a complex and sometimes disturbing psychological transition, accompanying the requirement for the accepted social behavior of the particular adult and culture. B. Physical and Motor Development. A. Physical and Motor development Infants need to learn how to move and to use their bodies to perform various tasks, a process better known as motor development. Initially, babies’ movements are simply the uncontrolled, reflexive movements they are born with, over time, they learn to move their body parts voluntarily to perform both gross (large) and fine (small) motor skills. In general, babies begin developing motor skills form head to tail (cephalocaudal), the center of the body outward( proximodistal). They learn to control their head and neck before they learn to maneuver their arms; they learn to maneuver their arms before they learn to manipulate their fingers. Babies learn to move their torso before the learn how to move their arms and legs. The sucking reflex allows babies to drink milk and nourish themselves in the days of life. Another permanent and life-supporting reflex is heard turning in the first days of life. Another permanent life-supporting reflex is head turning. This reflex allows a baby to turn his head if something (a blanket, pillow, or stuffed animal) is blocking his airflow. Another reflex that also babies survive is the rooting reflex. When babies root, they may nuzzle their face and mouth into the caregiver’s chest or shoulder. The rest of the flexes have less survival value but are still notable. For the first 3 to 4 months, babies have an amazing grasping ability and reflex. They will grasp anything place in their palm and hold it with amazing strength for their size. Some infants in the first weeks of life can support their entire body weight through that grasp. While this reflex may not have any survival function in modern times, it does help babies bond with caregivers and family in the first weeks of life. Similarly, for the first two months, babies will ‘step” with their legs if they are held vertically with their feet touching a surface. Even though this reflex disappears months before babies begin walking purposely, experts believes stepping helps infants learn how their legs works can be used. The Moro response is another reflex that is present during the first 6 months of life, but doesn’t seem to have a purpose in modern life. A baby with arch her back, flail out, and then curl up if she feels as although she is being dropped. The final reflex is Tonic Neck. During the first 4 months, when babies lie awake on their backs with their heads facing to one side, they will extend the arm on the side of their body that they’re facing and reflex the other arm at an angle, in a position that resembles a fencing pose. This reflex may help prepare them for voluntary reaching later in their environment. Between ages 2 and 3 years, young children stop “toddling”, or using the awkward, wide-legged robort-like stance that is the hallmark of new walkers. As they develop a smoother gait, they also develop the ability to run, and hop. Children of this age can participate in throwing and catching games with larger balls. They can also push themselves around with their feet while sitting on a riding toy. Children who are 3 to 4 years old can climb up stairs using a method of bringing both feet together on each step before proceeding to the next step (in contrast, adult place one foot on each step in sequence); However, young children may still need some “back up” assistant to prevent falls in case they become unsteady in this new skill. Children of this age will also be stumped when it’s time to go back down the stairs; they tend to turn around and scoot down the stairs backwards. 3 to 4 years old can jump and hop higher as higher as their leg muscles grow stronger. Many can even hop on on