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Saint Anne College Lucena Inc.
Diversion Road Brgy. Gulang-Gulang
Lucena City
BSN IV-B GROUP VII
Maningas, Maricris C.
Calvario, Raymart P.
Herrera, Franzes R.
Alvarez, Michelle Z.
Suayan, Jessica M.
Balmas, Jessie B.
Red, Macrin B.
Liu, Joana P.
Janete T. Ramirez, RN
Clinical Instructor
August 2010
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PREFACE
Our exposure at SACLI BED - Kiddie Department provided us with the opportunity to
learn and be part of their lives. Spending time with them will help us better to understand their
world. This exposure enhance our knowledge that will allow us to determine the needs of every
child and established ways to meet them, based on the behavior and attitudes that they show.
In this presentation, emphasis has been made in the child action and behavior based on
their level of growth and development, the child shows his/her needs that must be met and
satisfied to prevent regression. This presentation has been prepared to determinine the children's
needs in order to plan appropriately and make applicable interventions to provide a positive
outcome. The information presented is based on the different theories of growth and development
For those students who will make the same study, may this work serve as a guide and
source of information about growth and development. It will serve as an ideal source of knowledge
and information that will enable them to gain knowledge, skills and attitude towards the right
approach towards meeting the needs of growing child. The contents of this work have different
analysis and identification based on the different theories in nursing pediatrics. This presentation
done by BSNIV-B will make readers/students to properly understand and relate theselves to the
children and be motivated to properly approach the children.
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ACKNOWLEDGEMENT
We would like to express our appreciation and our deepest gratitude to the following
persons and institutions. This case study will not be possible without your help and support. We
would like to say thank you from the bottom of our heart.
To our mentor, Mrs. Janete Ramirez RN for being always there to guide us and motivate
us. To Mrs. Leotilda Perez, the principal of Elementary level who has been very kind to us during
our exposure.
To Ms. Michelle Panlilio, the assistant principal of Elementary level who was very
hospitable and kind during our stay with them. We thank you for your kind support.
To our department including all of our professors in Health Education who had been the
root of our knowledge, and to our school St Anne College Lucena Inc. for the continuous
development of that knowledge.
To our panelist, Mrs RED and Mam Ramirez .To all the teachers of the Basic Education
Department who has taken us under their wings that they continue to develop their pupils to their
totality.
To all the students of the Basic Education Department, we thank you for your cooperation
and you are part of this study.
Above all Lord Almighty, who gave us wisdom and knowledge to deal with the kids.
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INTRODUCTION
To become an effective health care provider one must be mold by exposure and training in
different field where our help needed most and to different areas where a health care provider is
in need. With regards into this holistic approach, it is right that we were assigned to stay at Kiddie
Department for our actual duty.
Care is being rendered not only to ill individuals but also to those who are in healthy state
and having been exposed to this area allowed us to learn a lot in child's growth and development
with the help of the different theories and theorist.
Though we had difficulties in accomplishing our tasks good, it doesn't hinder us in
performing well. Through keen observation, we were able to determine different attitudes and
behavior of children and how they interact with their classmates and teachers. We did
acknowledge the fact that each individual is unique to one another yet we know that they follow
same pattern of growth and development
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OBJECTIVES
GENERAL OBJECTIVE:
At the end of the exposure of BSN IV - B, Group VII at St Anne College - Basic Education
Kiddie Department, our group was able to gain knowledge toward the different concept of growth
and development through keen observation of the children's behaviors and attitudes and relating
it with the different theories of growth and development among preschoolers and school age
children.
SPECIFIC OBJECTIVES:
> To obtain knowledge regarding the different theories of growth and
development
> To provide guidance in the achievement of needs of the preschoolers as
well as the school age children.
> To establish trusting relationship with the children.
> To identify and understand the children's behavior, attitudes and needs.
> To assess the capabilities of the children; from preschool up to Grade III.
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Growth
And
DevelopmentalMilestones
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CONCEPT OF GROWTH AND DEVELOPMENT
Growth
y Physical change and increase in size
y Measure quantitatively
y Growth rate vary during different stages of growth and development and rapidly during prenatal,
neonatal, infancy, adolescent stage and slow during childhood.
y DISCOTINUITYOFGROWTHRATE
Rapid growth:
a. Infancy-head
b. Puberty-trunks and extremity
Slow growth rate:
a. Pre-schooler slow and uniform growth rate
b. After puberty-decline growth rate until death
Development
y Increase in the complexity of function and skill progression
y Capacity of person to adopt to the environment
y Progressive increase in mental and emotional ability
y Follows chronological arrangement and refine skills
y Different aspects:
A. As to the areas of functions
a. Gross motor behavior
b. Fine-motor behavior
c. Language behavior
d. Personal-social behavior
B. Infantile reflex development
C. Different growth and development theories
PRINCIPLES OF GROWTH AND DEVELOPMENT
1. Growth and development are continuous, orderly sequential process influenced by maturational,
environmental and genetic factors.
2. All humans follow the same pattern of growth and development.
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3. The sequence of each stage is predictable, although the time of onset, the length of the stage, and
effect of each stage vary with the person.
4. Learning can either be help or hinder the maturational process. Depending on what is learned.
5. Each development stage has its own characteristics.
6. Growth and development occur in CEPHALOCAUDAL direction.
7. Growth and development occur in PROXIMODISTAL direction.
8. Development proceeds from simple to complex or from single acts to integrated acts.
9. Development becomes increase differentiated, begins with a generalized response and progresses to
a skilled specific response.
10.Certain stage of growth and development are more critical than others.
11.The pace of growth and development is uneven.
FACTORS INFLUENCING GROWTH AND DEVELOPMENT
1. Genetic Inheritance - establish and conception.
2. Environment family, religion, climate, school, culture, community, nutrition and affiliation.
STAGES OF GROWTH AN DEVELOPMENT
STAGE AGE SIGNIFICANT
CHARACTERS
NURSINGIMPLICATION
neonatal 0-28
days
Behavior is largely reflexive
and develops to more
purposeful behavior.
-assist parents to identify and
meet the unmet needs.
infancy 1-3 y/o Physical growth is rapid. -control the infants so that
physical and psychological needs
are met.
toddler 3-6 y/o Motor development permits
increase physical autonomyand psychosocial skills
increase.
-safety and risk strategies must
be balanced to permit growth.
preschool 3-6 y/o The preschooler world is
expanding. New experiences
and social role are tried during
play, physical growth is
slower.
-provide opportunity for play and
social activity.
School age 6-12 y/o Pre-adolescent period (10-12)
peer group increase influence
behavior. Physical, cognitive,
social development increase
-allow time and energy to pursue
hobbies and schools activities,
recognize and support childs
achievements.
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and communication skills
improved.
adolescence 12-20
y/o
Self concept changes with
biological development values
are tested. Physical growth
accelerates, stress.
-assist to develop coping
behavior and strategies for
resolving conflicts.
Young adult 20-40
y/o
A personal lifestyle develops,
persons establish relationship
with significant other a
commitment to something.
-accept adults chosen lifestyle
and assist necessary
achievements relating to health.
-recognize the person
commitment, support change as
necessary for health.
Middle adult 40-65
y/o
Lifestyle changes to other
changes.
-assist client to plan for
anticipated changes in life, to
recognize the risk factors related
to health and to focus on strength
rather than weakness.
Older adult
1. Young
adult
2. Middle
adult
3. Old old
65-74
y/o
75-84
y/o
85 y/o
above
-Adaptation to retirement and
changing physical abilities is
often necessary.
-Adaptation to decline in speed
of movement reaction time and
increase dependence on others
may be necessary.
-increasing physical problems
-assist client to help physically
and socially active to maintain to
peer group interaction.
-assist client to cope with loss
and provide necessary safety
measure.
-assist client with self care as
required, and with maintaining
as much independence as
possible.
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GROWTH AND DEVELOPMENT THEORIES
HAVIGHURTS AGE PERIODS AND DEVELOPMENTAL TASK THEORY
Infancy and Early Childhood
1. Learning to walk.
2. Learning to take solid foods.
3. Learning to talk.
4. Learning to control the elimination of the body washes.
5. Learning sex differences and sexual modesty.
6. Achieving psychologic stability.
7. Forming simple concepts of social and physical reality.
8. Learning to relate emotionally to parents, siblings and other people.
9. Learning to distinguish right from wrong and developing a conscience.
Middle Childhood
1. Learning physical skills necessary for ordinary games.
2. Building wholesome attitudes toward oneself as a growing organism.
3. Learning to get along with age mates.
4. Learning on appropriate masculine or feminine social role.
5. Developing concepts necessary for everyday living.
6. Developing fundamental skills in reading, writing and calculating.
7. Developing conscience, morality and scale of values.
8. Achieving personal independence.
9. Developing attitudes toward social group and institutions.
Adolescence
1. Achieving new and more mature relations with age mates and both sexes.
2. Achieving a masculine of feminine social role.
3. Accepting once physique and using the body effectively.
4. Achieving emotional independence from parents and other adults.
5. Achieving assurance of economic independence.
6. S
electing and preparing for all occupation.7. Preparing for marriage and family life.
8. Developing intellectual skills and concept necessary for civic competence.
9. Desiring and achieving socially responsible behavior.
10.Acquiring a set of values and ethical system as guide to behavior.
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Early adult
1. Selecting a mate.
2. Learning to live with partner.
3. Starting a family.
4. Rearing children.
5. Managing a home.
6. Getting started occupation.
7. Taking civic responsibility.
8. Finding a congenial social group.
Middle Age
1. Achieving adult civic and social responsibility.
2. Establishing and maintaining on economic standard of living.
3. Assisting teenage children to become responsible and happy adult.
4. Developing adult leisure-time activities.
5. Relating oneself to ones spouse as a person.
6. Accepting and adjusting for the physiologic changes of middle age.
7. Adjusting to aging parents.
Late Maturity
1. Adjusting to decreasing physical strength and health.
2. Adjusting retirement and reduce income.
3. Adjusting death spouse.
4. Establishing an explicit affiliation with ones age group.
5. Meeting social and civil obligation.
6. Establishing satisfactory physical living arrangement
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PSYCHOSEXUAL DEVELOPMENT THEORY
SIGMUND FREUD (1856-1939)
STAGE AGE CHARACTERISTICS IMPLICATION
Oral 0-1 y/o -Mouth is the center of pleasure
Major conflict: WEANING
Not met: thumbsuckers, nail
bitter, pencil chewer, and
compulsive eater or smoker.
Feeding produces pleasure sense of
comfort and safety. Feeding should
be pleasurable and provided when
required.
Anal 1-3 y/o -Anus and bladder are the
sources of pleasure.
Major conflict: TOILET
TRAINING
Controlling and expelling feces
provide pleasure and sense of
control. Toilet training should be
pleasurable experience.
Phallic 4-6 y/o -The childs genital are the
center of pleasure, other
activities can include fantasy,
experimentation with peers and
questioning of adults aboutsexual topics.
-CASTRATIONANXIETY
-major conflicts: OEDIPUS
ANDELECTRACOPLEX.
-the child identifies with the parent
of the opposite sex and later takes
on a love relationship outside the
family.
Latency 6-puberty -energy is directed to physical
and intellectual activities, sexual
impulse tend to be repressed.
Develop relationships between
peers of the same sex.
-encourage child with physical and
intellectual pursuits.
-encourage sports and other
activities with the same sex.
Genital Puberty-
adult
-energy is directed toward full
sexual maturity.
-learns how to form loving
relationship.
-sexual desires reemerge
directed to physical changes
-encourage separation from
parents, achieving of independence
and decision making.
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PSYCHOSOCIAL THEORY
ERIK ERIKSON (1902-1996)
STAGE AGE CENTRAL
TASK
SIGNIFICANT
PERSON
INDICATORS
OF POSITIVE
RESOLUTION
INDICATORS
OF NEGATIVE
RESOLUTION
Infancy 0-18
mos
Trust vs. mistrust mother Learning to
trust others
Mistrust,
withdrawal,
strangement
Early
childhood
18mos-
3 y/o
Autonomy vs.
shame and doubt
father Self control
without loss of
self esteem,
ability to
cooperate
-Compulsive self
restraint or
compliance
Late
childhood
3-5 y/o Initiative vs.
guilt
Basic family Learning the
degree to which
assertiveness
and purpose
influence theenvironment.
Lack of self
confidence,
pessimism, fear of
wrong doing.
School age 6-12
y/o
Industry vs.
inferiority
Peer group Beginning to
create, develop
and manipulate.
Loss of hope,
sense of being
mediocare.
Adolescence 12-18
y/o
Identity vs. role
confusion
External group Coherent sense
of self plan to
actualize ones
ability.
Feelings of
confusion and
possible antisocial
behavior.
Young adult 18-25
y/o
Intimacy vs.
isolation
partner Intimate
relationship
with other
people.
Impersonal
relationship.
Adulthood 26-65
y/o
Generativity vs.
stagnation
partner Creativity,
productivity,
concern for
others.
Self indulge,
lack of interest.
Maturity 65-
death
Integrity vs.
despair
mankind Acceptance and
uniqueness of
ones own life.
Sense of loss/
contempt for
others.
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INTERPERSONAL THEORY
HACKY STACK SULLIVAN (892-1949)
STAGE AGE CHARACTERISTICS
Infant 0-18 mos -child is able to use words that covey the same meaning to the child as
they do others.
-basic needs are met: infants are in a state of well being.
-basic needs not met: fear like state occurs, manifested by excessive
crying.
-Good me feelings occur when acceptance is sensed
-bad me feelings occur when infants experiencing anxiety.
Early
childhood
18mos- 6
y/o
-children are able to communicate better with others thereby
facilitating interpersonal relationship.
-children learn to recognize signs indicating approval or disapproval
of their behavior.
-excessive parental disapproval during this time may cause children to
view themselves and the world as negative.
Late
childhood
6-9 y/o -increase intellectual ability and developing internal control over
behavior. Children learn to pay attention to others wishes, form
satisfying relations with peers of both genders and sometimes oppose
rules.
Pre
adolescence
9-12 y/o -children participate in expanding in an expanding world that provides
confrontation with rules and knowledge about themselves. They
realize their status within the peers groups is based on the performance
are vulnerable to teasing and become interesting in relating closely toappear of same genderCHUM.
Early
adolescence
12-15 y/o -independence is mastered.
-early adolescents may demonstrate a variety of behavior including
rebellion. Dependence, cooperation and collaboration as they become
independent.
Late
adolescence
15-19 y/o -initial feelings of love to opposite gender are emerging, as the
individual learns to master expression of sexual impulse and use of
communication skills in interaction.
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COGNITIVE THEORY
JEAN PIAGET (1896-1980)
PHASESANDSTAGES AGE SIGNIFICANT BEHAVIOR
SENSORIMOTORPHASE
Stage1 use of reflexes
Stage2 primary circular
reaction
Stage3 secondary circular
Reaction
Stage4 coordination of
secondary schemata
Stage5 tertiary circular
reaction
S
tage6 invention of newmeans
0-2 y/o
0-1mos
1-4 mos
4-8 mos
8-12 mos
12- 18 mos
1
8-24 mos
-most action is reflexive.
-perception of events is centered on the body.
-acknowledges with external environment.
-actively makes changes.
-motor vision is coordinated.
-recognized familiar objects.
-can distinguish a goal from means of attaining
it. Search from hidden object.
-tries to discover new goals from a means of
attaining it.
-rituals are important, solicits help of others.
-interest in novelty and repetition.
-interprets the environment by mental image.Uses make believe and pretend play.
PRECONCEPTUAL PHASE 2-4 y/o -uses egocentric approach to accommodate the
demands of an environment. Everything is
significant and relates to me.
-explores the environment.
-language development is rapid
-associate words with objects.
INTUITIVE PHASE 4-7 y/o -egocentric diminish
-thinks of one idea at a time.
-includes other in the environment.
-sophisticated language.
CONCRETE
OPERATIONAL PHASE
7-11 y/o -solves concrete problems
-begins to understand relationships such as size
understand left and right.
-cognizant of viewpoints.
FORMAL OPERATIONAL
PHASE
11-15 y/o -uses rational thinking capable of systematic
abstract thought
-reasoning is deductive and futuristic.
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OBSERVATION
AND
ANALYSIS
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PRE-ELEMENTARY
(3-6 YEARSOLD)
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THEORIES OF
GROWTH AND
DEVELOPMENT
OBSERVATION ANALYSIS
Sigmund Freud'sPsychosexual Theory(Oral Phase)
Sucking of fingers Pencil biting Lip biting (occurswhen the teacherrecognize a wrongdeed by the student)
There is a regressionon the part of a childdoing these activities,maybe their oral needswere not satisfy duringtheir oral phase
Sigmund Freud'sPsychosexual Theory(Anal Phase)
Recognize the needto use comfort roomand excusesthemselves
Shows mastery intoilet training
Jean Piagef sCognitiveDevelopment Theory(Pre-Conceptual
Phase)
Can recognize objectswith thecorresponding colors.Can differentiate left
from right
Children who belongin this stage canassociate words withobjects
Hacky Stack Sullivan'sInterpersonal Theory
Obeys teacher'scommand Borrow politely thethings needed to aclassmate and return itpolitely
They can recognizeand follow authoritieslike teachers In this part ofchildhood, the canrecognize signsindicating approval or
disapproval andaccept interferencefrom others
Erik Erikson'sPsychosocial Theory(Autonomy VS Doubt)
Participate in classdiscussion
Children in this phasehave the ability tocooperate andtoexpress oneself indiscussions
Erik Erikson'sPsychosocial Theory(Initiative vs Guilt)
Put waste on trashcan
Children in this stagedevelops initiative indoing simple task
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Lawrence KohlbergsMoral Theory ( Pre-moral)
Coach a kinder inanswering activities
The child think she ishelping a classmate,because in this stage a
child may feel what isgood is pleasant andwhat is bad is painful.
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GRADEONE
(6-7 YEARSOLD)
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GRADETWO
(7-8 YEARSOLD)
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THEORIES OF
GROWTH AND
DEVELOPMENT
OBSERVATION ANALYSIS
Robert Havighurst'sDevelopmental Task
Most of the kids areinto plays that requiresmotor skills. They loveroaming around theclassroom
Children at the middlechildhood learnphysical skillsnecessary for theirdaily living includingplay. Also, they learnto get along with otherkids.
Sigmund Freud'sPsychosexual Theory
Into cooperative play Children's energy isdiverted into physicaland intellectualmanner, thus theydevelop relationshipamong peers of thesame age.
Hacky Stack Sullivan'sInterpersonal theory
Obey older person Indication ofacceptance of
subordination.
Hacky Stack Sullivan'sInterpersonal theory
Cheating duringplay
Children at latechildhood sometimesintend to oppose rules.
Erik Erikson'sPsychosocial Theory
Some are loner It may indicatewithdrawal which issign that there isfailure in achievement
of developmental taskduring school agelevel which is industryvs inferiority
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GRADETHREE
(8-9 YEARSOLD)
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THEORIES OF
GROWTH AND
DEVELOPMENT
OBSERVATION ANALYSIS
Sigmund Freud'sPsychosexual Theory
Extremelyhyperactive
Energy is direct intophysical andintellectual activities.
"Hacky StackSullivan'sinterpersonal theory
Some don't payattention in doingseatwork and refer to
just play
Role opposition mayoccur in late childhoodstage.
Freud's reychosexualTheory
Erik Erikson'sPsychosocial Theory
Some are fond oferasing the writings onthe board and insweeping the floor
Children at Latencystage are very modestand industrious.Children begin tocreated develop andmanipulate, this task is
also stated in thestage of industry vs.inferiority.
Freud's PsychosexualTheory
Pencil bitterCompulsive eater
The child may nottotally get over withthe oral stage. Itindicates regressionand oral fixation.
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DOCUMENTATION
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CURRICULUMVITAE
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Name: Michelle Z. Alvarez
Age: 19 y/o
B-day: September 29, 1991
Gender: Female
Adress: Brgy. Wakas Tayabas, Quezon
Birth Place: Tayabas, Quezon
Status: Single
Religion: Roman Catholic
Educational Attainment:
Primary:W
akasE
lementaryS
chool
Secondary: Luis Palad National High School
Tertiary: Saint Anne College Lucena Inc.
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Name: Jessica M. Suayan
Age: 19 y/o
B-day: December 26, 1990
Gender: Female
Adress: Candelaria, Quezon
Birth Place: Candelaria, Quezon
Status: Single
Religion: Roman Catholic
Educational Attainment:
Primary: Candelaria Elementary School
Secondary: Lady Mediatrix Institute
Tertiary: Saint Anne College Lucena Inc.
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Name: Raymart P. Calvario
Age: 19 y/o
B-day: October 27, 1990
Gender: Male
Adress: Perez, Quezon
Birth Place: Alabat, Quezon
Status: Single
Religion: Roman Catholic
Educational Attainment:
Primary: Mainit SurElementary School
Secondary: Alabat Island National High School
Tertiary: Saint Anne College Lucena Inc.
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Name: Jessie B. Balmas
Age: 18 y/o
B-day: December12, 1991
Gender:
Female
Adress: Sta. Cruz Laguna
Birth Place: San Juan Metro Manila
Status: Single
Religion: Born Again Christian
Educational Attainment:
Primary: Union College
Secondary: Basic Christian International School
Tertiary: Saint Anne College Lucena Inc.
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Name: Eleena Macrin B. Red
Age: 20 y/o
B-day: May 3, 1990
Gender: Female
Adress: Gumaca, Quezon
Birth Place: Gumaca, Quezon
Status: Single
Religion: Roman Catholic
Educational Attainment:
Primary: Gumaca East Central School
Secondary: Gumaca National High School
Tertiary: Saint Anne College Lucena Inc.
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Name: Maricris C. Maningas
Age: 35 y/o
B-day: December 29, 1974
Gender: Female
Adress: Pleasantville Subd. Lucena City
Birth Place:M
anila
Status: Married
Religion: Roman Catholic
Educational Attainment:
Primary: Justo Lukban Elementary School
Secondary: Araullo High School
Tertiary: Saint Anne College Lucena Inc.
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Name: Joanna P. Liu
Age: 32 y/o
B-day: September1, 1978
Gender: Female
Adress: St.Thomas Village Kanlurang Mayao Lucena City
Birth Place: Pagbilao, Quezon
Status: Married
Religion: Roman Catholic
Educational Attainment:
Primary: Pagbilao Central Elementary School
Secondary: Pagbilao Academy
Tertiary: Saint Anne College Lucena Inc. BSHRM Undergraduate
International Academy ofManagement and Economics BSBA Graduate
St. Anne College Lucena Inc. BSN - Present
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Name: Franzes R. Herrera
A
ge:31
y/o
B-day: January 24, 1979
Gender: Male
Adress: Clayton St. Plesant Ville Sudb. Phase III, Ilayang Iyam L.C.
Birth Place: Mauban, Quezon
Status: Single
Religion: Roman Catholic
Educational Attainment:
Primary: Lucena East2Elementary School
Secondary: Manuel S. Enverga Memorial College ofArts and Trade
Tertiary:
National
University B
SECEG
raduate
AMA BSCoE Undergraduate
St. Anne College Lucena Inc. BSN - Present
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ATTHECLINIC
GRADEI
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GRADEII
GRADEIII