Personal

Development
Quarter 1 – Module 3:
Developmental Stages in Middle
and Late Adolescence
 What I Need to Know

“The desire for self- improvement is vital. There is no point in pushing

children; they need to be the ones who want to learn new skills”

Tony Buzan

How do we start knowing ourselves? How do we develop our

attitude and overall, our personality? This have been answered in the last
two modules. Now that we know what to do and how to do it, we will now try
to understand some theories surrounding the destination to which the
previous what’s and how’s are pointing to. One of the many skills that an
adolescent ought to have is developing productive peer relationships. Do you
already have this skill? Or are you near it and still a work in progress? What
are the skills and tasks like you that will prepare you on your adult life? Do
you already have these skills? Which skills do you need to work on and how
can you develop these skills? This module will help you understand the
skills and tasks appropriate for adolescents and how you can develop and
acquire these skills to prepare you in your adult life

At the end of this module you are expected to:

1. discuss developmental tasks and challenges being experienced during

adolescence EsP-PD11/12DS-Ic-3.1
2. evaluate one’s developmental through the help of significant people
around him/her (peers, parents, siblings, friends, teachers, community
leaders EsP-PD11/12DS-Ic-3.2

What I Know

Activity: MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a
person’s life so that he can understand where he has gone wrong and right
in the past. It helps to plan the future in a better constructive way. Using a
bond paper, write the major events in your life and the significant people in
your life. You may add your age, specific dates and places. You may draw
the timeline horizontally, vertically, diagonally or even using ups and down
depending on your imagination. Be creative in your representations. You
may also use symbols, figures and drawings. Think of a title for your
personal timeline. You may use crayons or art materials depending on the
available resources or just a simple paper and pen may be fine.

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 Sample only

What’s In

Activity: My Personal Timeline with Reflection

Write about your Personal Timeline which you made in class. Answer the
following questions:
1. Is there a ‘center’ or a central theme in your timeline and life? If you will
give a title for your timeline what would it be and why?_____________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Identify the turning points in your timeline. What were the thoughts, feelings
and actions that you experienced? _______________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Who are/were the most significant people in your life? How did they
influencedyou?____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. What would you change or add, if you could? How would each of these
changes or additions affect your life, or even change its present course?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Where do you want to be in a year, 5 years, and 10 years? What do you
expect your future timeline will be? ________________________________________
___________________________________________________________________________
___________________________________________________________________________

What’s New

Reading: DEVELOPMENTAL STAGES

Human Development focuses on human growth and changes across
the lifespan, including physical, cognitive, social, intellectual,
perceptual, personality and emotional growth.

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The study of human developmental stages is essential to understanding how
humans learn, mature and adapt. Throughout their lives, humans go
through various stages of development.
The human being is either in a state of growth or decline, but either
condition imparts change. Some aspects of our life change very little over
time, are consistent. Other aspects change dramatically. By understanding
these changes, we can better respond and plan ahead effectively.
Developmental Characteristics
Stages
1. Pre-natal Age when hereditary endowments and sex are
(Conception to birth) fixed and all body features, both external and
internal are developed.
2. Infancy Foundation age when basic behavior are
(Birth to 2 years) organized and many ontogenetic maturation
skills are developed.
3. Early Childhood Pre-gang age, exploratory, and questioning.
(2 to 6 years) Language and Elementary reasoning are
acquired and initial socialization is experienced.
4. Late Childhood Gang and creativity age when self-help skills,
(6 to 12 years) social skills, school skills, and play are
developed.
5. Adolescence Transition age from childhood to adulthood when
(puberty to 18 years) sex maturation and rapid physical development
occur resulting to changes in ways of feeling,
thinking and acting.
6. Early Adulthood Age of adjustment to new patterns of life and
(18 to 40 years) roles such as spouse, parent and bread winner.
7. Middle Age Transition age when adjustments to initial
(40 years to retirement) physical and mental decline are experienced.
8. Old Age Retirement age when increasingly rapid physical
(Retirement to death) and mental decline are experienced.

Reading: HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE

SPAN
Robert J. Havighurst elaborated on the Developmental Tasks Theory in the
most systematic and extensive manner. His main assertion is that
development is continuous throughout the entire lifespan, occurring in
stages, where the individual moves from one stage to the next by means of
successful resolution of problems or performance of developmental tasks.
These tasks are those that are typically encountered by most people in the
culture where the individual belongs. If the person successfully
accomplishes and masters the developmental task, he feels pride and
satisfaction, and consequently earns his community or society’s approval.
This success provides a sound foundation which allows the individual to
accomplish tasks to be encountered at later stages. Conversely, if the
individual is not successful at accomplishing a task, he is unhappy and is
not accorded the desired approval by society, resulting in the subsequent

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experience of difficulty when faced with succeeding developmental tasks.
This theory presents the individual as an active learner who continually
interacts with a similarly active social environment. Havighurst proposed a
bio psychosocial model of development, wherein the developmental tasks at
each stage are influenced by the individual’s biology (physiological
maturation and genetic makeup), his psychology (personal values and goals)
and sociology (specific culture to which the individual belongs).

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Middle Childhood (6-12) Adolescence (13-18)
Childhood (0-5)
Learning to walk Learning physical skills Achieving mature
Learning to take necessary for ordinary games relations with both
solid foods Building a wholesome sexes
Learning to talk attitude toward oneself Achieving a
Learning to control Learning to get along with masculine or feminine
the elimination of age-mates social role
body wastes Learning an appropriate sex Accepting one’s
Learning sex role physique
differences and sexual Developing fundamental Achieving emotional
modesty skills in reading, writing, and independence of adults
Acquiring concepts calculating Preparing for
and language to Developing concepts marriage and family
describe social and necessary for everyday living life
physical reality Developing conscience, Preparing for an
Readiness for morality, and a scale of values economic career
reading Achieving personal Acquiring values and
Learning to independence an ethical system to
distinguish right from Developing acceptable guide behavior
wrong and developing attitudes toward society Desiring and
a conscience achieving socially
responsibility behavior

Early Adulthood (19- Middle Adulthood (30-60) Later Maturity (61+)

30)
Selecting a mate Helping teenage children to Adjusting to
Learning to live with become happy and decreasing strength
a partner responsible adults and health
Starting a family Achieving adult social and Adjusting to
Rearing children civic responsibility retirement and
Managing a home Satisfactory career reduced income
Starting an achievement Adjusting to death of
occupation Developing adult leisure spouse
Assuming civic time activities Establishing
responsibility Relating to one’s spouse as relations with one’s
a person own age group
Accepting the physiological Meeting social and
changes of middle age civic obligations

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 Adjusting to aging parent Establishing
satisfactory living
quarters

What is It

Activity: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN

GRADE 11
Using the Developmental Tasks Summary Table above, assess your own
level of development as a Grade 11 student
What are the expected What are the expected What are the expected
tasks you have tasks you have tasks you have not
successfully partially accomplished?
accomplished? accomplished?

What’s More
Activity: Answer the following questions:
1. Being in Grade 11, what are the developmental tasks expected of you?
Rate yourself from 1-10 (10 as the highest) on whether you have
accomplished those expected tasks. ____________________________________
_______________________________________________________________________
_______________________________________________________________________
2. As you are in Grade 11, you are in transition from high school to college,
from being an adolescent to young adult. How do you feel about this
transition?_________________________________________________________
________________________________________________________________________
_________________________________________________________________________
3. Do you think you are ready for this transition which may mean more
responsibilities and greater accountability? If no, what are the expected
tasks you need to work on? If yes, what are the ways to take so you can
better plan for the future? ______________________________________________
__________________________________________________________________________
__________________________________________________________________________

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 What I Have Learned
Activity: Answer the following:
1. Discuss the characteristics of an adolescent and its developmental tasks.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How can adolescents be prepared for adult life?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Is accomplishing various developmental tasks according to developmental
stages let you prepare for adult life? In what ways?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Can you identify or list at least 5 ways to become responsible adolescent
prepared for adult life?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What I Can Do
Activity: Fill out the boxes with the developmental tasks for adolescents
according to Robert Havighurt’s developmental task theory. Write a short
explanation on the right box.
Developmental Tasks for Brief Explanation
Adolescents

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 Post-Assessment

Activity: Essay Writing: In a separate sheet of paper, write an essay that

answers the questions below. Use the rubric below as a guide.
1. Which of Havighurt’s developmental tasks for adolescents have you
fulfilled?
2. Which of them are you still working on?

Description Highest Score

Score Obtained
Content provided are correct and appropriate 5
Sufficient elaboration of key ideas and examples are 5
provided
The essay is clear and organized 3
Grammar and usage are correct 2
Total 15

Additional Activities
Activity: Journal Entry #4: Write a journal entry that elaborates ways for
you to become a responsible adolescent prepared for adult life based on the
things you have learned from this module.

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 ANSWERS KEY:

What I Know: (answers may vary according to students’ own

perception/understanding)

What’s In: (answers may vary according to students’ own

perception/understanding)

What I can Do?(answers may vary according to students’ own

perception/understanding)

What I have Learned:(answers may vary according to students’ own

perception/understanding)

Post Assessment:
(answers may vary according to students’ own perception/understanding)

Additional Activities:
(answers may vary according to students’ own perception/understanding)

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Remedial/ Enrichment Activity
Activity: HOW MINDFUL AM I?
For each of the following situations, decide whether the person followed
these guidelines for mindful speech:
Is what I want to say True? Is what I want to say Helpful? Am I the best one
to say it? Is it necessary to say it Now? Is it Kind to this person and others?
[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher
Willard]
In your journal, for each number, mark √ for yes, X for no, or ? if you’re not
sure. There could be more than one 'correct' answer. The purpose of this
activity is to reflect on the situations and whether you've witnessed or
experienced something similar in your own life.
1. I did really well on an exam. I said to my friends, “I got the top score.
What did you get?” Did I T.H.I.N.K. before I spoke?
____T____H____I____N____K
2. One of my friends was bragging about getting a good score on a test, and I
didn't want to tell him I failed. I said, "Congratulations!" then started talking
about something else. Did I T.H.I.N.K. before I spoke?
____T____H____I____N____K
3. People kept telling me about this strange color Mrs. Jenkins dyed her
hair. When I saw her, I didn't think it looked that bad, so I told her, “Your
hair’s not as weird as everyone says it is.” Did I T.H.I.N.K. before I spoke?
____T____H____I____N____K
4. A woman with a big belly was about to enter the building. I told my
friend, “We need to go open the door for that lady. She’s pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
5. A boy told his friend to hold the door open for me because I’m pregnant. I
said, “Hey, I’m not pregnant! You sayin’ I’m fat?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
6. A boy told his friend to hold the door open for me because I’m pregnant. I
said, “Thank you for holding the door, but I’m actually not pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
7. I saw a couple of kids cheating on a test. I went up to the teacher after
class and told him what I’d seen.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
8. I saw a girl looking at her phone during a test. I went up to the teacher
after class and told him she was cheating.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
9. I saw Maria’s boyfriend leaving the movie theater with another girl. I
called Maria and said her boyfriend was cheating on her.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
10. I saw Maria’s boyfriend leaving the movie theater with another girl. I
went up to them and said hi, and asked “Where’s Maria tonight?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.
Write your answers in your personal journal.

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Activity: Mindfulness with Reflection
Analyze each case on How Mindful Am I? Answer the following questions:
1. Has someone ever asked you a question that you really didn't want to
answer? How did you respond?___________________________________________
___________________________________________________________________________
2. Have you ever gotten (or given) a “compliment” that really wasn’t a
compliment? How did you feel afterwards? _________________________________
________________________________________________________________________
3. Did you ever do something to be helpful that turned out badly? What
happened? What do you wish had happened?______________________________
________________________________________________________________________
4. Have you ever caught someone cheating (either on a test or on a
boyfriend/girlfriend)? Did you say anything? Why or why not? _____________
__________________________________________________________________________
5. Have you ever gotten in trouble because someone caught you cheating (or
thought you were cheating)? What happened? What do you wish had
happened?________________________________________________________________
___________________________________________________________________________
6. In what other situations have you seen someone T.H.I.N.K. (or not) before
speaking? What happened?________________________________________________
___________________________________________________________________________

Remember: T.H.I.N.K. Before You Speak. Have A Mindful Speech.

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