REVIEWER IN LAWOR Commission completed work in 1861

RIZAL AND HIS THOUGHTS ON EDUCATION Significant mandates under the Educational Decree of December
20, 1863
Education is an important value that we Filipinos have. - Establishment of one primary school in every town for boys and
Filipinos at the time of Rizal did not have the same educational girls
system that we have now. - Teachers were trained at a normal school for men (starting 1865;
Our system today, respects academic freedom, allows free this made training available for aspiring secondary school teacher)
intellectual growth and coupled with good facilities. - Government finally supervised public schools;
All Filipinos, rich and poor alike, have opportunities to go to Friars were assigned to implement the educational reforms,
school. however they did not agree with the teaching of the Spanish
language; they thought that Filipinos would oppose Spain after
THE STATE OF EDUCATION IN THE PHILIPPINES DURING THE learning the language.
SPANISH PERIOD - They tried to keep the Filipinos in “darkness”; and controlled the
flow of ideas of freedom and independence
What was the condition of education during the 19th century - Books to be read by Filipinos had to be checked (censored) by
Philippines under Spain? government and church authorities
- There was inadequate educational system. SIGNIFICANT MANDATES UNDER THE MORET DECREE OF 1870
- The poor system caused intellectual decadence.
- There was no uniform education curricula; schools impose their 1. Reforms intended: secularization of education in the
own curricula; or the curricula were limited. Philippines, government control over education
- Religion was over-emphasized.
- There was inadequate facilities: No classrooms, No books and 2. The decree was not implemented
materials.
RIZAL AS A TEACHER IN DAPITAN IN ZAMBOANGA 1892-1896
- School use obsolete teaching methods.
- There was no government supervision of school. Background: Rizal was deported to Dapitan after he was implicated
- Students did not enjoy academic freedom. in the activities of the rebellion. While in exile in Dapitan, he
- Friars control schools. established a clinic, and a farm to produce abaca and other crop
- Teachers were not qualified. products. He also established a school for boys.
- Overemphasis on religion and obedience to the friars promoted
a society where Filipinos are inferior to the Spaniards. WHAT RIZAL TAUGHT TO HIS STUDENTS IN DAPITAN:
- Training to memorize and do rote memory exercises and - practical skills of self-sufficiency and resourcefulness among
limiting success to memorizing hampered intellectual progress. young men
- Filipinos suffered from discrimination in education because the - languages: Spanish and English
friars thought that Filipinos were not educable. There were - reading, writing, geography, history, arithmetic, mathematics,
industrial arts, natural science, values and gymnastics
limited number of schools:
- University of Sto. Tomas (college)
JOSE ASENIERO - One notable student of Rizal who become
- Colegio de San Juan de Letran (the only official secondary Governor of Zamboanga
school) Ateneo de Manila - Another way of educating the people was by establishing
Other schools: Santa Isabel industry as his business and organizing the farmers into a
- La Concordia cooperative.
- Santa Rosa
- Looban JOSE RIZAL
- Santa Catalina AS A
- Seminaries in Manila, Cebu, Jaro, Nueva Caceres, Nueva Segovia REFORMIST & REVOLUTIONARY
maintained by religious orders
- There were also: Latin schools, schools for boys and schools for - Rizal's Liga and its patriotic ideals in cooperation with the
nationalistic courage of Bonifacio's Katipunan were the
girls
essential ingredients that ignited the flame of the revolution.
- There were trainings for Filipinos to become diocesan priests
- Rizal and Bonifacio were the main masterminds of the revolt
(non-members of the religious orders)
and it wouldn't have come to be that way if not for their
Did Spain try to improve the condition of educational system in hardwork and determination.
the Philippines?
CIVIL AND POLITICAL RIGHTS
Yes. Spain’s efforts to reform the educational system consisted of
these: Civil and Political rights - class of rights that protect individuals'
freedom from infringement by governments, social organizations
- Two important decrees on education: and private individuals, and which ensure one's ability to
- Education Decree of 1861 participate in the civil and political life of the society and state
- Moret Decree of 1870 without discrimination or repression.

Educational reforms started on 1855 POLITICAL RIGHTS

These are rights of people to participate in
GOVERNOR CRESPO - organized a commission to study the
government and political processes. Political rights
condition of the educational system in the Philippines and find include natural justice (procedural fairness) in law.
remedial measure to improve elementary education. - the rights of the accused, including the right to a
fair trial
- due process
- the right to seek redress or a legal remedy
- and rights of participation in civil society and politics such as Where did Rizal spend his last hours?
freedom of association, the right to assemble, the right to - Around 7 a.m.of December 26, Rizal was transferred to his
petition, the right of self-defense, and the right to vote. death cell in Fort Santiago.
Rizal’s visitors:
CIVIL RIGHTS - his counsel
- Spanish officials
- Civil rights include the ensuring of peoples' physical and mental
- Priests
integrity, life and safety
- former professors
- protection from discrimination on grounds such as race, gender, - Archbishop of Manila, Rev. Bernardino Nozaleda, who
national origin, colour, sexual orientation, ethnicity, religion, or claimed that Rizal recantedhisstatements against the
disability Church and returned to the Catholic faith.
What else did Rizal do during the last hours?
- individual rights such as privacy, the freedoms of thought and - Rread the Bible
conscience, speech and expression, religion, the press, - Read Thomas à Kempis’s Imitation of Christ
assembly and movement. - wrote the poem we know now as “Mi Ultimo Adiós”
- wrote letters to Paciano Rizal, his friend Ferdinand Blumentritt
- What was the content of his letter to his brother Paciano?
- He asked his brother to ask their father for forgiveness for
all the pain he had caused him
What was the content of his letter to his friend Blumentritt?
- “When you receive this letter, I shall be dead by then….
Tomorrow at seven, I shall be shot; but I am innocent of the
crime of rebellion…. I am going to die with a tranquil
conscience.”
The Retraction Controversy
- One of the pressing issues on the study of the life, works, and
writings of the national hero is concerned with the historicity
and veracity of certain acts, which Rizal allegedly had
- The Filipinos were deprived of the barest civil and political performed a few moments before he was led out to execution,
rights by the government of Spain in the Philippines, or at least more specifically, his alleged reconciliation with the Catholic
by the Spanish officials and administrators, who abused their church and his abjuration of masonry, otherwise known as
authorities. “retraction.”
- Two prominent organizations seeking changes for the Filipinos
to gain more freedom were the Propaganda and the Historical records, remains, and artifacts
Katipunan. - primary sources of historical knowledge.
-are indispensable in historical researches and investigations.
MAIN OBJECTIVES OF THE PROPAGANDA: “No Documents, No History”
- is a well-recognized axiom of historiography
- Representation of the Philippines in the Spanish Cortes
- Rights for diocesan clergy to administer parishes (Secularization)
- Lack of such primary sources is a serious handicap, which the
- Equality of Spanish and Filipino and equal opportunity to enter
students and researchers of history, no matter how brilliant or
government service resourceful, can satisfactorily overcome.
- Spanish citizenship to Filipinos
- Recognition of the Philippines as a province of Spain - With respect to the problem of historical reality and veracity of
(Assimilation) Rizal’ retraction, the historian’s situation as regards the
- Abolition of the mandatory polo y servicios and the bandala - availability of needed relevant source material is quite favorable
Recognition for basic freedoms of people in the Philippines and satisfactory.

Political – independence or separation of the Philippines from - In fact, this problem is very much simplified precisely because
Spain documentary materials are available, of the kind that makes it
entirely possible for the students of history, working strictly in
Moral – good manners, hygiene, good morals, and rejection of
accordance with established rules and principles of historical
religious fanaticism and weakness of character criticism and in true scientific spirit and attitude to arrive at a
Civic – self-help and the defense of the poor and the oppressed. more or less definite conclusion.

RIZAL’S LAST WORK The Versions of Rizal’s Retraction

First Text
Rizal’s Last Hour and the Retraction controversy  Published in La Voz Española and Diaro de Manila
 Published on the very day of Rizal’s execution,
When did Rizal know of his sentence and death? December 30, 1896
December 26, 1896 Second Text
- the military court tried Jose Rizal; found guilty of rebellion,  Appeared in Barcelona Spain on February 14, 1897
sedition, and conspiracy. Reason: according to Spanish  Published in the magazine La Juventud which came
authorities, Rizal’s writings “fatally and necessarily” incited the from an anonymous writer who revealed himself 14
rebellion years later as Fr. Balaguer
- 6 a.m - Capt. Rafael Dominguez read before Rizal his death
sentence.
Third Text Blunders after the Execution:
 Discovered in the Archdiocesan archives - Rizal was not buried in Paco cemetery, but “in unconsecrated
 Found on May 18, 1935 after it disappeared for 39 years from ground” between the outer and the inner wall where Fr. Burgos
the afternoon of the day when Rizal was shot was buried after his execution.
Fourth Text - The record of his burial has been written ten months after the he
 appeared in El Imparcial was buried
 found on the day after Rizal's execution, December 30, 1896 - Pascual’s theory is that they buried Rizal as an unrepentant
criminal and then had to frame a case later to fit the retraction
ORIGINAL COPY OF THE TEXT
The most painstaking analysis which has thus far been
- This fact is revealed by Fr. Balaguer himself who, in his made is that of Pascual, and he pronounces the document to
letter to his former superior Fr. Pio Pi in 1910, said that he be a forgery. Under these circumstances, the Church must
had received an exact copy of the retraction written and shoulder the burden of proof that its not.
signed by Rizal. If Rizal retracted, he would not have been executed. But
- The handwriting of this copy I do not know nor do I he was executed; therefore, Rizal did not retract. He would
remember whose it is. have been given an example for the cause of the friars; he
- He proceeded: "I even suspect that it might have been written would have been given a decent Christian burial, not buried
by Rizal himself. I am sending it to you that you may verify like a dead dog outside Paco Cemetery.
whether it might be of Rizal himself.”
RIZAL’S EXILE TRIAL, AND EXECUTION
- Fr. Pi was not able to verify it in his sworn statement.
- No one claimed to have seen it, except the publishers of La Voz
Rizal’s Trial
Española
What events lead to the trial of Rizal?
- Neither Fr. Pi nor the Archbishop ascertained whether Rizal
 Rizal was a leading figure in propaganda.
himself was the one who wrote and signed the retraction.
 He wrote essays on the conditions of the Philippines
 He wrote the novels Noli Me tangere and El Filibusterismo
Palma’s Comparative Analysis of the “Original” vis-a-vis
Balaguer's Texts and Manila Newspaper Texts of the Alleged  The novels Noli Me tangere and El Filibusterismo, which were
Retraction Letter of Jose Rizal censored for being subversive by Spanish authorities in the
- May 18, 1935, the lost "original" document of Rizal's retraction Philippines including the friars for the statements he was
was discovered by the archdiocesan archivist Fr. Manuel Garcia. accused of giving against the government and the church, as
- The discovery, instead of ending doubts about Rizal's retraction, well as his errors in belief, he was exiled in Dapitan
in fact allowed more reasons to doubt because of the significant  Although Rizal did not retract his statements, return to the folds
differences between the alleged "original” and the text of Fr. of the Church, Rizal was productive doctor, teacher,
Balaguer. businessman, community developer and organizer, and
scientist.
VERSIONS OF THE RETRACTION LETTER  In 1896, after 4 years of exile in Dapitan, Rizal volunteered to
- Fr. Balaguer's Text become a military surgeon in Cuba where a revolution was also
January 1897 happening at that time.
- The "Original" Discovered by Fr. Manuel Garcia  He was granted his request. He travelled from the Philippines to
May 1935 Spain and then to Cuba. However, he was arrested while on
- C. La Voz Española, December 30, 1896 route to Spain, and detained in Barcelona.
 He was returned to the Philippines to undergo trial for rebellion
Fr. Balaguer's Text, January 1897 sedition and conspiracy.to overthrow the government of Spain,
being the mastermind of revolution. However, after preliminary
The "Original" Discovered by Fr. Manuel Garcia, May 1935 investigation Rizal was tried for rebellion and illegal association.
- I declare myself a Catholic and in this religion in which I was born
and educated I wish to live and die. Trial: process
 Preliminary investigation: November 20, 1896
Significant Differences Between Versions Of The Retraction Letter  Rizal’s counsel : Lt Luis Taviel de Andrade
1. The words "mi cualidad" which appeared in the original and  Arraignment: December 11, 1896
newspaper texts, the Jesuits' copy had “mi calidad“. The letter u  Reasons: rebellion, illegal association
was omitted.  Actual Trial: December 26, 1896
2. The Jesuits' copy of the retraction omitted the word “Catolica”
after the first "Iglesias," which are found both in the original and Why do we think that Rizal was deprived of due
the newspaper texts. process?
3. The Jesuits' copy of the retraction added before the third 1. He was tried by the court with judge advocate of the court.
"Iglesias" the word misma, which was not found in the original There were other courts which could have tried Rizal as the
and the newspaper texts of the retraction. charges were not crimes committed by military personnel.
4. With regards to paragraphing, Fr. Balaguer's text did not begin 2. The court martial assigned him a counsel.
the second paragraph until the fifth sentence while the original 3. He could have been given the opportunity to confront his
and the newspaper copies started the second paragraph accusers and the witnesses against him. This was to give Rizal also
immediately with the second sentence. opportunity to challenge the credibility of their testimony and the
4. The texts of the retraction in the original and in the Manila evidence they offered against Rizal.
newspaper had only four commas, the text of Fr. Balaguer has 4. Rizal should have been given the opportunity to ask for
eleven commas. reconsideration of his sentence and appeal his case to higher
5. Fr. Balaguer's copy did not have the names of the witnesses tribunal.
from the texts of the newspapers Manila. In his notarized
testimony twenty years later, Fr. Balaguer finally named the
witnesses.
Rizal, A National Hero
 There are different forms of heroism. Some anchor their heroic
deeds on nationalist ideals. Some express their patriotism, and
do sacrifices for it.
 Every Filipino can be a hero.
 Who is a hero/
 He/She is a person who is admired for great or brave acts or
fine qualities or a person who is greatly admired.(
Meriam/webster dictionary)

The technical Committee of the national Heroes Committee

adopted the following criteria on June 3, 1993 and November 15,
1995.
1. Heroes are those who have a concept of nation and thereafter
aspire and struggle for the nation’s freedom
2. Heroes are those who define and contribute to a system or life
of freedom and order for a nation.
3. Heroes are those who contribute to the quality of life and
destiny of a nation
4. A hero is part of the peoples expression
5. A hero thinks of the future, especially the future generation
6. The choice of a hero involves not only the recounting of an
episode oe events in history, but of the entire process that made
this particular person a hero.
REVIEWER IN ADO COMMON REFLEXES

PHYSICAL DEVELOPMENT OF INFANTS AND TODDLERS Sucking Reflex (The sucking reflexes is initiated when something
touches the roof of an infant’s mouth. Infants have a strong
INFANTS sucking reflex which helps to ensure they can latch unto bottle or
 Baby = a very young child that can neither walk nor talk breast. The sucking reflex is very strong in some infants and they
may need to suck on a pacifier for comfort).
 In an early stage of development= just the beginning
Rooting Reflex (The roofing reflex is most evident when an
TODDLERS
infant’s cheek is stroked. The baby responds by turning his or her
 Young child: a young child who is learning to walk
head in the direction of the touch and opening their mouth for
feeding).
CEPHALOCAUDAL
Gripping Reflex (Babies will grasp anything that is placed in their
 The postnatal growth from conception to 5 months when the
palm. The strength of this grip is strong, and most babies can
head grows more than the body.
support their entire weight in their grip).
 The greatest growth always occurs at the top –the head.
Curling Reflex (When the inner sole of a baby’s foot is stroked the
 The infants learns to use their ‘’UPPER LIMBS ‘’before their infant respond by curling his or her toes. When the outer sole of a
‘’LOWER LIMBS ‘’. baby’s foot is stroked, the infant will respond by spreading out
 The same pattern occurs in the head area. their toes).
 The top parts of the head; the eyes and the brain - grow faster Startle/Moro Reflex (Infants will respond to sudden sounds or
than the lower parts such as the jaw. movements by throwing their arms and legs out, and throwing
their heads back. Most infants will usually cry when startled and
PROXIMODISTAL proceed to pull their limbs back into their bodies).
 The pre-natal growth from 5 months to birth when the fetus Galant Reflex (The gallant reflex is shown when an infant’s middle
grows from the inside of the body outwards. or lower back is stroked next to the spinal cord. The baby will
 The muscular control of the trunk and the arms comes earlier as respond by curving his or her body toward the side which is being
compared to the hands and fingers. stroked).
Tonic Neck Reflex (The tonic neck reflex is demonstrated in
Motor Development infants who are placed on their abdomens. Whenever side the
 Refers to the development of motor skills from the center of child’s head is facing, the limbs on that side will straighten, while
the body outward. the opposite limbs will curl).

Height & Weight LIFE SPAN DEVELOPMENT OF INFANTS and TODDLERS

 It’s normal for new born babies to drop 5 to 10 percent of their
body weight within a couple of weeks of birth. Gross Motor Skills
 Breastfed babies are typically heavier than the bottle-fed babies  It is always a source of excitement for parents to witness
through the first 6 months. dramatic changes in the infant’s first year of life. This dramatic
 In general, an infant’s length increases by about 30% in the first motor development is shown in babies unable to even lift their
5 months. heads to being able to grab things off the cabinet, to chase the
 A baby’s weight usually triples during the first year but slows ball and to walk away from parents.
down in the second year of life.
 Low percentages are not a cause for alarm as long as infants Fine Motor Skills
progress along a natural curve of steady development.  Are skills that involve a refined use of the small muscles
controlling the hand, finger and thumb. The development of
Brain Development these skills allows one to be able to complete tasks such as
 Among the most dramatic changes in the brain in the first 2 writing, drawing and buttoning.
years of life are the spreading connections of dendrites to each  The ability to exhibit fine motor skills involve activities that
other. (Remember neurons, dendrites, axon, synapses). involve precise eye- hand coordination.
Myelination or myelinization  The development of reaching and grasping becomes more
 The process by which the axons are covered and insulated by refined during the first 2 years of life. Initially, infants show only
layers of fat cells, begins prenatally and continues after birth. crude shoulder and elbow movements, but later they show
 The process of MYELINATION or MYELINIZATION increases the wrist movements, hand rotation and coordination of the thumb
speed at w/c information travels through the nervous system. and forefinger.
SENSORY and PERCEPTUAL DEVELOPMENT
 At birth, the newborn’s brain is about 25% of its adult weight.
By the second birthday, the brain is about 75% of its adult  The newborn senses the world into which he/she is born
weight. through his/her senses of vision, hearing, touch, taste and
 Shortly after birth, a baby’s brain produces trillions more smell. As he/she advances physically his/her sensory and
connections between neurons than it can possibly use. The perceptual abilities also develop.
brain eliminates connections that are seldom or never used.
The infant’s brain is literally waiting for experiences to RESEACH FINDINGS regarding NEWBORN’S VISUAL
determine how connections are made. PERCEPTION

Motor Development  The newborn’s vision is about 10 to 30 times lower

Along this aspect of motor development, infants and toddlers than normal adult vision. By 6 months of age,
begin from reflexes, to gross motor skills and fine motor skills. vision becomes better and by the first birthday,
REFLEXES the infant’s vision approximates that of an adult.
The newborn has some basic reflexes which are, of course  Infants look at different things for different
automatic, and serve as survival mechanisms before they have the lengths of time.
opportunity to learn. Many reflexes which are present at birth
with generally subside within a few months as the baby grows and
matures.
 In an experiment conducted by Robert Fantz(1963 cited by  Reacts with pleasures/smiles or relaxed expression when
Santrock, 2002), it was found out that infants preferred to look she/he tastes something delicious.
at patterns such as faces and concentric circles rather than at  Reacts by making face/ frowns/grimaces when she/he tastes
color or brightness. something she/he does not like.
 Based on these results, it is likely that ‘’pattern perception has 7 – 12 months
an innate basis’’. Among the first few things that babies learn to
recognize is their mother’s face, as mother feeds and nurses  Reacts with pleasure when he/she smells something nice
them.  Reacts by making a face when she/he tastes something smells
something foul
Can NEWBORN Hear?  Standard 3 The child has adequate stamina to participate in
 The sense of hearing in an infant develops much before the daily activities
birth of the baby. When in the womb, the baby hears his/her  Pushes and/or pulls moderately heavy objects (e.g. chairs, large
mother’s heartbeats, the grumbling of his/her stomach, the boxes)
mother’s voice and music.  Walks without tiring easily
 Infants’ sensory thresholds are somewhat higher than those of 13 – 18 months
adult which means that stimulus must be louder to be heard by
 Plays without tiring easily, able to keep pace with playmates
a newborn than by an adult.
 Participate actively in games, outdoor play and other exercises.
19 – 24 months
Can NEWBORNS differentiate Odors?
 Sustain physical activity (e.g., dancing, outdoors games,
 In an experiment conducted by MacFarlane(1975) ‘’ Young
swimming) for at least 3-5 minutes.
infants who were breastfed showed a clear preference for
smelling their mother’s breast pad when the babies were only
MOTOR SKILLS DEVELOPMNET (GROSS MOTOR SKILLS) Standard
two days old. This shows that it requires several days of
1: The child shows control and coordination of body movements
experience to recognize their mother’s breast pad odor’’.
involving large muscle groups.
Can NEWBORNS feel pain? Do they Respond to touch?
 They do feel pain. Newborn males show a higher level of 0 - 6 months
cortisol (an indicator of stress) after a circumcision than prior to
 Holds head steady
the surgery.
 Moves arms and legs equally to reach at dangling object
 Babies respond to touch. The newborn automatically sucks an
 Roll over
object placed in his/her head toward the side that was touched
in an apparent effort to find something to suck.  Bounces when held standing, briefly bearing weight on legs
 Sits with support
Can NEWBORNS distinguish the different tastes?  Starting to crawl but not yet very good at this
 In a study conducted with babies only two hour old, babies 
made different facial expressions when they tasted sweet, sour 7 – 12 months
and bitter solutions.  Sits alone steady without support
 When saccharin was added to the amniotic fluid of a near-term  Creeps or crawls with ease as primary means of moving around
fetus, increased swallowing was observed.
 Stands without support
 Stands from a sitting position without any help
Do infants relate information through several senses? Or Are

infants capable of intermodal perception?
13 – 18 months
 INTERMODAL PERCEPTION is the ability to relate, connect and  Walks without support
integrate information about two or more sensory modalities  Walks backwards
such as vision and hearing.  Walks up the stairs with hand held, 2 feet on each step
 In a study conducted by Spelke and Owsley(1979), it was found  Walks down the stairs with hand held, 2 feet on each step
out that as early as at 3 ½ months old, infants looked more at  Jumps in place
their mother when they also heard her voice and longer at their
father when they also heard his voice. 19 – 24 months
 This capacity for intermodal perception or ability to connect
information coming through various modes gets sharpened  Walks up the stairs with alternating feet, without help
considerably through experience.  Walks down the stairs with alternating feet, without help

WHAT INFANTS and TODDLERS can do physically? MOTOR SKILLS DEVELOPMNET (FINE MOTOR SKILLS) Standard 1:
DOMAIN: Physical Health, Well-Being and Motor Development The child shows control and coordination hand and finger
movements
PHYSICAL HEALTH 0 - 6 months
Standard 1: The child demonstrates adequate growth (weight,
height, head circumference)  Hands open most of the time
Standard 2: The child has adequate sensory system to participate  Brings both hands together towards dangling object/toy
in daily activities.  Uses either hand interchangeably to grasp objects
 Uses all 5fingers in a raking motion to get food/toys placed on a
0 - 6 months flat surface

 Startles to loud sounds 7 – 12 months

 Visually follows a moving object from side to side and up and
down  Pulls toy by string
 Reacts to pain by crying  Bangs 2 large blocks together
 Withdraws or cries when in contact with something hot  Picks up objects with thumb and index fingers
 Withdraws or reacts with surprise when in contact with  Grasps and transfers objects from hand to hand
something cold
13 – 18 months 19 – 24 months

 Puts small objects in/out of container  Matches identical objects

 Unscrews lids  Matches identical pictures
 Unwraps candy/food
COGNITIVE DEVELOPMENT OF INFANTS AND
19 – 24 months TODDLERS

 Colors with strokes going out of the lines Cognitive development in infancy refers to development in the
way a baby thinks. This include his/her language, communication
and exploration skills.
PERSONAL CARE AND HYGIENE (ACTIVITIES OF DAILY LIVING)
Standard 1: The child participates in basic personal care routines. FOUR STAGES OF COGNITIVE DEVELOPMENT ACCORDING TO
PIAGET
0 - 6 months

 Sucks and swallows milk from breast/bottle SENSORIMOTOR STAGE

The sensorimotor stage is the first of the four stages of cognitive
 Begins to take complementary or semi-solid foods by the end if
development “In this stage, infants construct an understanding of
6 months
the world by coordinating sensory experiences”
7 – 12 months
PIAGET DIVIDED THE SENSORIMOTOR STAGE INTO SIX SUB-
 Holds a feeding bottle by him self STAGE:
 Helps hold cup for drinking
 Chews solid foods well 1. Simple Reflexes
Birth – 6 weeks
13 – 18 months Coordination of sensation and action through reflexive behavior.
Three primary reflexes are describe by Piaget: seeking of objects
 Feeds self with assistance in the mouth , following moving or interesting object with the
 No longer drinks from feeding bottle eyes and closing of the hand when an object makes contact with
 Participate when being dressed by lifting arms or raising legs the palm(palmar grasp). Over the 6 weeks of life these reflexes
 Remove sandals/shoes begin to become voluntary action.
2. First habits and primary circular reactions phase
19 – 24 months 6 weeks – 4 months
Coordination of sensation and two types of schemes:
 Gets drink unassisted Habits (reflex) and primary circular reaction.
 Removes loose sando and socks  Primary reaction because the action is focused
 Informs caregiver of the needs to urinate so he/she can on the infant’s body.
brought tp the comport room  Circular reaction because it is a repetition of
an action that initially occurred by chance.
LANGUAGE (EXPRESSIVE LANGUAGE) Standard 1: The child is 3. Secondary circular reactions phase
able to use words and gestures to express his thoughts and 4 months – 8 months This stage is associated
feelings primarily with the development of coordination
between vision and prehension.
0 - 6 months Three new abilities occur this stage:
 International grasping for a desired object
 Makes gurgling, cooing, babbling or other vocal sounds
 Secondary circular reactions
 Uses gestures to indicate what he/she wants
 Differentiations between ends and means
7 – 12 months 4. Coordination o0f reactions stage secondary
circular
 Repeats sounds produce by others 8 – 12 months
 Says meaningful words like papa, mama, to refer specific Coordination of vision and touch hand-eye
persons coordination: of schemes and intentionality. This
 Uses animal sounds to identify animals stage is associated primarily with the development
of logic and the coordination between means and
13 – 18 months ends.. This is an extremely important stage of
development, holding what Piaget calls the “first
 Speaks single worlds proper intelligence”
 Says “yes” and “no” appropriately 5. Tertiary circular reactions , novelty and curiosity
 Uses words accompanied by gestures to indicate what he/she 12- 18 months
wants Infants become intrigued by the many properties of
objects and by many things they can make happen to
19 – 24 months object; they experiment with new behavior. This
stage is associated primarily with the discovery of
 Uses pronouns new means to meet goals. Piaget describes the child
 Uses possessive pronouns at this juncture as the “young scientist” conducting
pseudo-experiments to discover challenges.
PRE-READING AND PRE-MATH (MATCHING) Standards 1.1: The 6. Internalization of Schemes (invention of New
child is able to match identical objects, colors, shapes, symbols Means Through Mental Combination
18- 24 months
7 – 12 months

 Able to match 2 identical objects

Infants develop the ability to use primitive symbols and forms LANGUAGE (RECEPTIVE LANGUAGE)
enduring mental representations. This stage is associated primarily 0-6 months
with the beginnings of insight, or trough creativity. This marks the Watches primary caregiver intently as she speaks to him/her
passage into the pre-operational stage. 7-12 months
Evidence of an internal representational system. Symbolizing the Understand “NO”
problem-solving sequence before actually responding Points to family member when asked to do so
13-18 month
- from reflexive behaviors to more refined and more coordinated Points to 5 body parts or him/herself when asked to do so
activities. Follows one-step instructions without need for gestures
- Novelty and curiosity and from a thinking that is purely 19-24 months
sensorimotor to a symbolic one. Points to 5 named picture objects when asked to do so
- Cognitive development of infants evolves in orientation from
becoming focused on themselves to becoming focused on LANGUAGE (EXPRESSIVE LANGUAGE)
themselves to becoming object or world oriented, 0-6 months
- Primary circular reaction are oriented toward the infants own Makes gurgling, cooling, babbling or other vocal sounds
body, whereas secondary circular reaction are aimed toward the Uses gesture to indicate what he/she wants
environment 7-12 months
- Secondary circular reactions are repetitive actions that involve Repeats sounds produced by others
reacting events which 4-10 month old babies observe outside of Saying meaningful words like papa, mama
their own bodies Uses animal sounds to identify animals
- Tertiary circular reactions are repetitive actions that involves 13-18 months
reacting events which 4-10 months old babies observe outside of Speaks in single word
their own bodies Says “yes” and “no”
- They create the patterns with their repetitive actions and then 19-24 months
evaluate them. Babies are born pattern seekers. Uses pronouns
Uses possessive pronouns
Learning and Remembering. All of us experience infantile amnesia, Says what he/she wants without accompanying this with gestures
the inability to recall events that happened when we were very
young ( Spear, 1979). Generally we can remember little or nothing PRE-READING AND PRE-MATH (MATCHING)
that has happened to us before the age of about 5 years, and it is 0-6 months
extremely rare for someone to recall many memories of significant 7-12 months
events. Able to match 2 identical objects (e.g., 2 spoons, 2 balls)
Language Development. From day one, infants appear to be 13-18 months
programmed to tune in to their linguistic environment with the 19-24 months
specific goal of acquiring language. Infants clearly have remarkably Matches identical objects
acute language learning abilities even from an early age. Matches identical pictures
Cooling
Which comprises largely vowel sounds PRE-READING AND PRE-MATH (ROTE SEQUENCING))
Babbling 19-24 months
Which comprises consonant as well as vowel sound • Counts from 1 to 5 with errors, gaps or prompts
One-word utterances
This utterances are limited in both the vowels and consonants as Domain: Cognitive Development
they utilize 0-6 months
Two-word utterances and telegraphic speech • Looks steadily at novel stimuli (e.g., rattle, dangling toy)
Basic adult sentence structure 7-12 months
(present by about age 4 years) continuing vocabulary acquisition • Examines properties of toys for several minutes by handling
these (e.g., pulling apart)
- the infant uses these one-word utterances termed holophrases- 13-18 months
to convey intentions, desires and demands. • May be distracted but responds when made to re-focus
- By 18 months of age , children typically have vocabularies of 3 to
100 word. HIGHER-ORDERED MENTAL ABILITIES (CONCEPT FORMATION)
- The child overextends the meaning of words in his/her existing 0-6 months
lexicon to cover things and ideas for which a new word is lacking. • Experiments with new objects or toys by banging or putting
In linguistic this is called overextension error. them in his mouth
- These two-word or three-word utterances with rudimentary 7-12 months
syntax but with articles and prepositions missing are referred to • Looks for partially hidden objects
as telegraphic speech. 13-18 months
- more than tripling from about 300 words at about 2 years of age • Can tell whether something is hot or cold
to about 1,000 words at about 3 years of age. 19-24 months
- the 5 stages above show, the acquisition of language comes in Can tell which is shorter of 2 items
stages beginning with cooing, them babbling, to one-word • Can tell which is taller/longer of 2 items
utterances, to two- or three-word utterances or even more.
HIGHER-ORDERED MENTAL ABILITIES
Language Acquisition Device (CAUSE-EFFECT RELATIONSHIPS)
Noam Chomsky 0-6 months
This LAD is a metaphorical organ that is responsible for language • Acts on an object to achieve an objective (e.g., shakes rattle)
learning. Human seem to be biologically preconfigured to be ready
to acquire language.
7-12 months 6. Preschoolers with special needs in inclusive classrooms can
• Uses an object to get something he/she wants (e.g., spoon to thrive well with the appropriate adaptations made in the
reach an object) classroom, materials and activities
13-18 months
19-24 months Significant Changes in Physical Growth
• Asks "Why?" questions
• Understands reasons behind daily practices (e.g., washing hands Physical Growth of Preschoolers
before meals)
• is much slower in pace than in infancy and toddler
MEMORY (MEMORY FOR EXPERIENCES: EPISODIC MEMORY)
• they move from baby-like features toward a more slender
0-6 months
appearance of a child.
• Child reacts, like smiling, in recognition of someone he/she has
• the trunk, arms and legs become longer
met several times but who does not live in his/her home • Center of Gravity
7-12 months • the point in which body-weight is evenly distributed.
13-18 months • Toddle
• Child reacts, like smiling, in recognition of a familiar place • the wobbly way that toodlers walk
besides his/her home
19-24 months The later part of Preschooler (5-6y/o)
• Child is brought somewhere and correctly recalls having been -best time to begin learning skills that require balance like riding
there before a bike or skating

MEMORY (MEMORY FOR CONCEPT-BASED KNOWLEDGE: Preschooler Years - a time to instill habits of good dental hygiene
{SEMANTIC MEMORY)
19-24 months Gross Development - It refers to acquiring skills that involve the
Hums a recognizable tune large muscles
Memorizes some gestures of action songs

HIGHER-ORDERED MENTAL ABILITIES (LOGICAL REASONING)

19-24 months
HIGHER-ORDERED MENTAL ABILITIES (CREATIVE THOUGHT)
19-24 months
Enjoys constructing objects or structures out of manipulative toys
(e.g., blocks, clay, sand, paper)
Uses toys or objects as symbols in play (e.g., pretends empty milk
can is a drum)

Early Childhood (The Preschooler)

Preschooler Years (3-5y/o)

• commonly known as “the years before formal schooling

begins”.
• It is very important as it lays for the foundation to later
development.
• At this stage preschoolers achieve many developmental
milestones.
• commonly known as “the years before formal schooling
begins”.
• It is very important as it lays for the foundation to later
development.
• At this stage preschoolers achieve many developmental
milestones

A Glimpse of Preschoolers

• They love to move.

• They enjoy being active.
• They interested to work with their fingers.
• They have more balanced stance

Big Ideas about the Physical Development of Preschoolers

1. There are significant changes in physical growth of

preschoolers.
2. The preschoolers physical development is marked by the
acquisition of gross and fine motor skills.
3. Preschoolers can express themselves artistically at a very early
age
4. Proper nutrition and the right amount of sleep are very
important for the preschoolers.
5. Caregivers and teachers can d a lot in maximizing the growth
and development of preschoolers.