WARNING : NAKAKASAMA SA KALUSUGAN ANG MAGREVIEW.

BAHALA KA
THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS
OUTSTANDNG BEHAVIOR / TRAITS OF EACH STAGE
Infancy and early stage (birth till 5 yrs old )
- Begins to learn physical activities like walking ,crawling ,and starting to read and
forming a concept.
Middle childhood (6 – 12 yrs old )
- The child learns different skills for simple games , as well as developing concepts for
everyday living.
Adolescence ( 13 – 18 yrs old )
- During adolescence period, child achieves more relation with others. Gets to knows
oneself and prepares himself for the coming years.
Early adulthood ( 19 - 29 yrs old )
- Is now ready to settle down and begin a family as well as a new life. Looks for a
career to help in raising himself and his family , practicing as well socially.
Middle age ( 20 - 60 yrs old )
- Where one is able to see clearly to his future, able to help his children and other
teenagers to become more responsible.
- One is able to adapt everything that is happening to him physically ,emotionally and
socially
Later maturity ( 61 years old and above )
- one is adjusting to the happiness of his life
- need to adjust to understand everything especially in death.
PRE- NATAL PERIOD
4 WEEKS EMBRYO
7 – 8 WEEKS HUMAN EMBRYO
PROGRESS BEFORE BIRTH : PRE-NATAL DEVELOPMENT
3 PHASES
A. Germinal stage – first 2 weeks
- conception , implications, formation of placenta
B. Embryonic stage – 2 weeks – 2 months
- formation of vital organs and systems
C. Fetal stage- 2 months – birth
 - Bodily growth continues , movement begins , braincells age of viability
INFANCY ( BIRTH 0 - 2 YRS OLD )
Extreme dependence on adults
 Beginning psychologicak activities :
o Language , symbolic thought , sensorimotor coordination and social learning
 Language of newborn is the cry
 Usually eats every 2 – 3 hrs
 Uncooedinated movements
 Toothless
 Poor vision ( focusing range 8 – 12 inches )
 Usually doubles weight by 9 months
 Responds to human voice and touch
INFANCY ( 1 YEAR OLD )
 From plump baby to learner more muscular toddler
 Begins to walk and talk
 Ability for passive language
o ( Better understanding of what’s being said )
 Tentative sense of independence
 Determined explorer
INFANCY ( 2 YEARS OLD )
 Begins to communicate verbally ( name , etc. )
 Can usually speak in 3 – 4 word sentences
 Famous for negative behavior “ NO “ to everything , temper tantrums
 Will play side by side other children , but does not actively play with them
 Great imitations
EARL CHILDHOOD ( 3 -5 YEARS OLD )
3 YEARS OLD
 Wants to be just like parents
 Vocabulary and pronounciaton continue to expand
 Climbs stairs with alternating feet
 Can briefly stand on one foot
4 YEARS OLD
 Sentences are more complex : ( speaks well enough for strangers to understand )
 Imaginaton is vivid : line between what is real & imaginary is often indistinct
 Develops fears ( common fears : fear of dark , fear of animals , & fear of death )
 MIDDLE AND LATE CHILDHOOD
( 6 – 12 YEARS OLD )
 Both large & small muscles well – developed
 Developed complex motor skills
 From independent activities to same sex group activities
 Acceptance by peers very important
 Parental approval still important
ADOLESCENCE ( 13 – 18 )
 Puberty occurs
 Traumatic life stage for child & parent
 Extremely concerned with appearance
 Trying to establish self – identity
 Confrontations with authority
EARLY ADULTHOOD ( 19 – 29 YRS OLD )
Early adulthood / Young Adult
 Physical development complete
 Emotional maturation continues to develop
 Usually kows how to profit from errors
 Usually learned to accept responsibility for action & accept criticism
 Socially progress from age – related peer groups to people with similar interests
MIDDLE ADULTHOOD ( 30 – 60 YRS OLD )
 Hair begins to thin & gray
 Wrinkles appear
 Hearing & vision decrease
 Muscles lose tone
 Main concerns : children , health , job security , aging , parents & fear of aging
 Love & acceptance still take a major role
LATE ADULTHOOD ( 61 YRS AND ABOVE )
 Some memory problems
 Very concerned with health & finances
 Fastest growing age bracket of society
 Physical deterioration ( brittle bones, poor coordination )
 Coping with retirement & forms of entertainment
 Significant number become depressed ; suicide rate is high
 COGNITIVE DEVELOPMENT OF THE PRESCHOOLERS
COGNITIVE DEVELOPMENT
- Refers to reasoning , thinking, and understanding
- It is important for knowledge growth
- In preschool and kindergarten , children are learning : questioning , spatial
relationships , problem- solving , imitation , memory , number sense , classification
and symbolic play..
PRESCHOOLERS SYMBOLIC AND INTUITUVE THINKING
Symbolic sub stage
- Preschool children shows progress in their cognitive abilities by being able to draw
objects that are not present, by their dramatic increase in their language and make –
believe play.
Intuitive sub stage
- Begin to use primitive reasoning and ask a litany of question.
Brain connection in the pre- school years
- brain development of young have been of great interest the field of early childhood.
- Brain research findings points us to more effective ways to care and teach preschooler
form science lessons you had in highschool or even elementary.

Language development – become increasingly complex in the four main areas.

 Phonology
 Semantics
 Syntas
 Progmatics
FAST MAPPING – a process by which children absorb the new meaning of a new word after
hearing it once or twice in conversation .
LANGUAGE AND SOCIAL INTERACTION
- Vygotsky believe that young children use language both to communicate sociaaly and
to plan , guide , and monitor rheir behavior in a self regulatory fashion inner speech
or private speech
- Vygotsky introduced the term of zone of proximal development – refers to tasks too
difficult for a child to master alone but can beastered with guidance of adults or more
skilled children
 - ZPD capture the preschooler children’s cognitive skills that are in the process of
maturing.
INFORMATION PROCESSING THEORY ATTENTION AND MEMORY
Information processing model
- Another way of examining and understanding how children develop cognitive.
- It conceptualize children’s mental of a computer processing , encoding , storing and
decoding.
THE YOUNG CHLDREN’S THEORY OF MIND
Theory of mind
- refers to the individuals thoughts how about mental processes work.
- Include awareness of one’s though processes , social cognition , understanding that
people can hold false beliefs, ability to deceive, to distinguish appearance from reality
and ability to distinguish fantasy form reality.
RECEPTIVE LANGUAGE 3 – 5 YRS OLD
 The child is able to understand both verbal ad non-verbal forms of communication
 The child is able to match identical object , colors, shapes ,symbols.
 The child is able o recite the alphabet and number sign in sequence

DOMAIN INCOGNITIVE DEVELOPMENT

Attention and activity level 4 – 6 yrs old
 Child is able to sustain attention and module this activity at the age expected levels
HIGH ORDER MENTAL ABILITIES
- The child development basic concept pertaining to object constancy , space, time
quality, seriation ,etc . And uses materials are categorized in his/her environment
Logical reasoning – the child is able to follow the logic of events and draw accurate conclusion
by evaluating the facts presented by him.
Planning and organizing – the child is able to plan and organize a simple , familiar activity.
Creative thoughts - the child is able to generate new ideas or concepts or new associations
between existing ideas or concepts .
Cognitive flexibility – the child is able to shift to more adaptive cognitive processing strategies
in order to effectively deal with new and unexpected condition.
To help your children to improve skills and to develop the cognitive skills
 Teach children to memorize first and last name
 Speak with children as often as possible
  Provide books for children to read.

ISSUES ON HUMAN DEVELOPMENT

“The interaction of heredity and environment is so extensive that is to ask which is more
important, nature or nurture, is like asking which is more important to a rectangle, height or
width.”– William Greenough
3 ISSUES ON HUMAN DEVELOPMENT
NATURE VS NURTURE
NATURE - refers to an individual’s biological inheritance
- It is defined as all genes and hereditary factors that contriburte to a person’s unique
physical appearance , personality ,and physiology.
- Genetics and hereditary influences
NURTURE – refers to an environmental experiences .
- Environmental influences
- It is defined as the many environmental variables that affect a person, including
theeoir experiences in early childhood , family and social relationships, culture and
community.
CONTINUITY - The continuity view says that change is gradual. Children become more
skillful in thinking, talking or acting much the same way as they get taller.
DISCONTINUITY - The discontinuity view sees development as more abrupt-a succession of
changes that produce different behaviors in different age-specific life periods called stages.
STABILITY - implies personality traits present during infancy endure throughout the lifespan
- the belief that personality traits developed in the first 5 years predict adult personality.
(Ex. A young child that is shy will remain shy through adulthood.)
CHANGE- change theorists argue that personalities are modified by interactions with family,
experiences at school, and acculturation.
“Development is not all nature or all nurture, not all continuity or discontinuity, and not all
stability or all change.”
-Lerner, 1998

“The key to development is the interaction of nature and nurture rather than either factor
alone.”
-Rutter, 2002
 “Without genes, there is no person; without environment there is no person.”
-Scarr and Weinberg, 1980

FREUD’S PSYCHOANALYTIC THEORY

“The ego is not master in its own house “ - Sigmund Freud

Freud’s stage of Psychosexual development

 Freud is most popular psychologist that studied the development of personality , also
probably the most controversial. His theory of Psychosexual development include five
distinct stages.
 The theory is quite interesting for many , because Freud identified specific erogenous
zones for each stage of development .
 There are specific “pleasure areas “ that become focal points for the particular stage . If
needs are not met along the area , a fixation occurs. As an adult , the person will now
manifest behaviors related to this erogenous zone .

5 STAGE OF PSYCHOSEXUAL DEVELOPMENT

ORAL 0-2
-Infant achieves gratification through oral activities such as feeding , thumb sucking and
babbling.
ANAL 2-3
-the child learns to respond to some of the demands of society (such as bowel and bladder
control )
PHALLIC 3 – 7
-The child learns to realize the difference between males and females and becomes aware of
sexuality
LATENCY 7 – 11
-the child continues his or her development but sexual urges are relatively quiet
GENITAL 11 – ADULT
-the growing adolescent shakes off old dependencies and learns to deal maturely with the
opposite sex

Oral stage
- The erogenous zone is the mouth.
- during the oral stage , the child is focused on oral pleasures ( sucking ) .
- too much or too little satisfaction can lead to an oral Fixation or Oral Personality which is
shown in an increased focus on oral activities.
 This type of personality may be Oral receptive - have a stronger tendency to smoke ,
drink alcohol , overeat
 Oral aggressive – with a tendency to bites his , or curse words even gossip
 As a result , these person’s may become too dependent on others , easily fooled , and lack
leadership traits. On the other hand , they may also fight these tendencies and become
pessimistic and aggressive in relating people

Anal stage
( 18 months to 3 years )
- The child’s focus of pleasure in this stage is anus .
- The child finds satisfaction in eliminating and retaining feces.
- Through society expectation, particulary the parents, the child needs to work on toilet
training.
- In terms of personality Fixation during this stage can result in being Anal Retentive
- Obsession with cleanliness , perfection , and control or anal expulsive where the
person may become messy and disorganized

PHALLIC STAGE
( ages 3 – 6 )
- The pleasure or erogenous zone is the genitals .
- During the preschool age, children become interested in what makes boys and girls
different.
- Preschoolers will sometimes be seen fondling their genitals.
- Freud’s studies led him to believe that during this stage boys develop unconscoius
sexual desire for their mother. Boys then see their father will punish them for these
feelings, this the castration anxiety.
- Pyschoanalysts also believed that girls may also have a similar experience ,
developing unconscious sexual attraction towards their father. This is what referred to
as the ELECTRA COMPLEX
LATENCY STAGE
( AGE 6 TO PUBERTY )
- During this stage that sexual urges remain repressed. The children’s focus is the
acquisition of physical and academic skills .
- Boys usually relate more with boys and girls during this stage.
GENITAL STAGE
( PUBERTY ONWARDS )
- The fifth stage of pyschosexual development begins at the start of puberty, when sexual urges
are one again awakened.
- In the earlier stages , adolescent focus their sexual urges towards the opposite sex , peers , with
the pleasure centered on the genitals.
FREUD’S PERSONALITY COMPONENTS
 EGO – as the baby turns into a toddler and then into a preschooler, he/she relates more
with the environment , the ego slowly aware that others also have needs to beet
 ID – a child is born with I’d , the id plays a vital role on one personality because as a
baby it works so that the baby’s essential need are met. The id operate on the pleasure
principle.
 SUPEREGO – embodies a person’s moral aspect. The superego I likened to conscience
because it exerts influence on what one considers right and wrong. This develops from
what the parents , teachers , and other person’s who exert influence impact to be good or
moral.

THE ICEBERG METHAPOR

Sigmund freud – founder of psychoanalysis had a theory commonly referred to as the iceberg
theory in which the proposed to split the human into three levels of consciousness.
- He said that a human had an unconscious , a preconscious , and a conscious level to
their minds .
SUBCONSCIOUS LEVEL – this is the part of our mind we are aware of on a daily basis and
makes most of our decision and thoughts .
- Thoughts
- Perception
- Has the ability to direct your focus
- Has the ability to imagine that which is not real.
 Freud also said that all we are aware of is stored in our conscious mind. Our conscious
mind also comprimises a very small part of who we are , so that , in our everyday life ,we
are only aware of a very small part of what makes up our personality : most of what we
are is hidden and out of reach.

SUBCONSCIOUS LEVEL
- The middle section was called the preconscious or subconscious
- This was the part that was sometimes acknowledge by the brain and other times not.
- Your subconscious is the storage point of your any recent memories needed for quick
recall.
- It also holds current information that you use every fucking day. *naols*
- Freud’s subconscious mind serves as the minds random memory ( RAM )
UNCONSCIOUS LEVEL
 - According to his theory , the unconscious mind was the largest part , but also the most
hidden or repressed part.
- Even though this part was repressed , it had the most influence.
- The subconscious mind is where all of our memories and past experiences reside.
- These are those memories that have been repressed through trauma or those that have
simply been consciously forgotten and are no longer important to us.
UNCONSCIOUS
- Although the subconscious and conscious have direct links to each other and deal
with similar things ,
- The unconscious mind is really the cellar or the underground library of all your
memories , habits , and behaviors.
- It is the storehouse of all your deep-seated emotions that have been programmed
since birth.
- According to Freud ( 1925 ). The unconscious mind is the primary source of human
behavior. Like an iceberg , the most important part of the mind is the part you cannot
see.
- The unconscious mind acts as a
- Repository , a “cauldron “ primitive wishes impulse kept at bay and , mediated by tha
preconscious area.
- One way to understand how the conscious and unconscious mind operate is to look at
what is know as a slip of the tongue.
- Many of us have experienced what is commonly referred to as a Freudian slip at some
point or another. These misstatements are believed to reveal underlying , unconscious
thoughts or feelings.

PIAGET’S STAGE OF COGNITIVE DEVELOPMENT

JEAN PIAGET ( 1896 – 1980 )
 Born : August 9 , 1896 Neuchatel , Switzerland
 Died : September 16, 1980 ( age 84 ) Geneva, Switzerland
 Education : Received Ph.D from university of Neuchatel in 1918
 Married to Valentine Chatenay in 1923
 3 children namely Jacquiline , Lucienne and Laurent whose intellectual
development from infancy to language was studied by pigaet.
COGNITION - the term cognition is derived from the Latin word “ cognoscere “ which means
“to know “ or “to recognise “ or to “conceptualiase”.
COGNITIVE DEVELOPMENT – the term cognitive development refers to the process of
growth and change in intellectual / mental abilities such as thinking , reasoning , and
understanding .
BASIC COGNITIVE CONCEPTS
 Schema – it refers to the cognitive structures by which individuals intellectually adapt to
and organize their environment.
- it is an individual’s way to understand or create meaning about a thing or experience.

 Assimilation – is the process of fitting a new experience into an existing or previously

created cognitive structure or schema simply the process of incorporating new
information into a pre- existing schema.
 Accommodation – is the process of creating a new schema.
- this happens when the existing schema does not work and needs to be changed to deal
with a new object or situation.
 Equilibration – occurs when a child’s schemas can deal with most new information
through assimilation.
- As a child progresses through the stage of cognitive development , it is important to
maintain or achieving proper balance between applying previous knowledge (
assimilation) and changing behavior to account for a new knowledge (
accommodation ).
STAGES OF COGNITIVE DEVELOPMENT
SENSORIMOTOR STAGE ( 0 – 2 yrs old) – the child begins to interact with the environment.
PRE-OPERATIONAL STAGE ( 2-6 or 7 yrs old ) – the child begins to represent the world
symbolically.
CONCRETE OPERATIONAL STAGE ( 7-11 or 12 yrs old ) – the child learns rules such as
conservation .
FORMAL OPERATIONAL STAGE (adoloscence – adulthood ) – the adolescent can
transcend the concrete situation and think about the future .
SENSORI-MOTOR ( BIRTH – 2 YRS OLD )
 From birth to infancy
 This is the stage when a child who is initially reflexive in grasping , ucking and reaching
becomes more organized in his movement and activity .
 The word sensori-motor focuses on the prominence of the senses and muscle movement.
PRE-OPERATIONAL STAGE ( AROUND AGE 2 – AGE 7 )
 At this stage the child can now make mental representations and is able to pretend.
 The child is now ever closer to the use of symbols
 Learns to use language and to represent objects by images and words .
This stage is highlightened by the following :
 - Egocentrism – the tendency of a child to only see his point of view and to assume
that everyone also has his same of point of view .
- Centration – tendency of a child to only focus on one aspect of a thing or event and
exclude other aspects.
- Irreversibility – children still have the inability to reverse their thinking .
- Animism - tendency of a children to attribute human like traits or characteristics to
inanimate object.
CONCRETE – OPERATIONAL STAGE
( AGES 8 – 11 )

- Ability of a child to think logically but only in terms of concrete objects

The concrete opereational stage is marked by the following :
 Seriation – this is the ability to order or arrange things in a series based on
one dimension such as weight , volume or size .
 Transivity - ability to recognize logical relationships among elements in a
serial order.
 Classification – ability to name and identify sets of objects according to
appearance , size or other cahracteristics , including the idea that one set of
objects can include another .
 Dicentering – refers to ability of the child to perceive the different features of
objects and situations no longer is the child focused or limited to one aspect or
dimension.
 Reversibility – during this stage the child can now follow that certain
operations can be done in reverse .
 Conservation – ability to know that certain properties of object like numbers ,
mass , volume , or areado not change even there is a change in appearance .

FORMAL – OPERATIONAL STAGE

( starts to emerged between 12 – 15 yrs old )

 Begins around 12 and is fully achieved at age of 15

 Thinking becomes more logical
 They can now solve abstract problems and can hypothesize

*GOODLUCKKK PAKOPYAAA NALANG HAHAHA..