DEVELOPMENT

DOMAINS:
PRENATAL-
ADOLESCENCE
D R . S A LV A C I O N L . V I L L A F U E R T E , R P M , R P S Y
 8. Down’s Syndrome

ASSESSMENT a.

9.
Sexually retarded b. Mentally retarded

Adolescence
1. Dizygotic twins
a. Maternal b. Fraternal a. 10-18y.o. b. 15-20y.o.

2. Most important life stage 10. Menopause

a. Prenatal b. Puberty a. Old age b. Middle Age

3. To grow old 11. Development

a. Senescere b. Senescence a. Progressive change b. measurable change

4. Quantitative changes 12. Id functions like the

a. Growth b. Development a. Child b. Adult c. Parent

5. Principle of Variation 13. Neonate in Infancy

a. Individual Difference b. Dominant a. 15-20minutes after birth b. 20 minutes to 2nd week

6. Genes 14. Carries either X or Y chromosome

a. Hereditary traits b. Reproduction a. Ovum b. Spermatozoa

7. Darwinian reflex 15. Called the sex chromosome

a. Startles b. Grasps tightly a. Autosomes b. Gonosomes
 ASSESSMENT
16. Where the child must develop optimism and 21. The female reproductive cells are produced by
confidence a. Egg cells b. Ovaries
a. Autonomy vs. Shame b. Trust vs. Mistrust
22. Developmental theory focused on morality processes
17. Chromosomes representing genetic traits of a a. Kohlberg’s moral reasoning b. Piaget’s cognitive
certain species reasoning
a. Autosomes b. Gonosomes
23. Where physical changes as a sexual being are marked
18. Children conforms to rules to win approval of a. Adolescence b. Puberty
others
a. Preconventional Morality b. Good Boy 24. This is the counter-part of Supermale syndrome
Morality a. Poly X syndrome b. Turner syndrome

19. The reflex used when babies are startled 25. The state of body and readiness in behavior
a. Babinski b. Moro a. Development b. Maturation

20. Cell reduction

a. Mitosis b. Meiosis
PRENATAL PERIOD
 PRENATAL DEVELOPMENT
• Conception occurs when a single sperm cell
from the male unites with an ovum (egg)
• After fertilization, prenatal development
starts which is divided into periods and
lasts approximately 266-280 days:
– (Zygotic) Germinal period: first 2 weeks
after conception, zygote created
– Embryonic period: occurs from 2 to 8
weeks after conception
– Fetal period: begins 2 months after
conception and lasts until birth
 Once the sperm penetrates the egg-
we have a fertilized egg
called……..

The Zygote
The first stage of prenatal development is
fertilization. Lasts about two weeks and
consists of rapid cell division.
THE ZYGOTE

• Less than half of all zygotes survive first two weeks.

• About 10 days after conception, the zygote will
attach itself to the uterine wall.
• The outer part of the zygote becomes the placenta
(which filters nutrients).
PRENATAL DEVELOPMENT
• Germinal Period: period of development that takes place
the first two weeks after conception
–Rapid cell division by the zygote
–Blastocyst: group of cells after about 1 week
–Trophoblast: outer layer of cells that later provides
nutrition and support for the embryo
–Implantation: attachment of the zygote to the uterine
wall; occurs 10 to 14 days after conception
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PRENATAL DEVELOPMENT

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

 PRENATAL DEVELOPMENT
 Embryonic Period: development from 2 to 8 weeks after
conception
Begins when blastocyst attaches to uterine wall
Mass of cells is now called an embryo
Three layers of cells: endoderm, mesoderm, and ectoderm
Amnion: a bag that contains a clear fluid (amniotic fluid) in
which the embryo floats
Umbilical Cord: connects the baby to the placenta
Placenta: group of tissues containing mother and baby’s
intertwined blood vessels
Organogenesis: process of organ formation during the first
two months of prenatal development
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
PRENATAL DEVELOPMENT AND
THE NEWBORN

40 days 45 days 2 months 4 months

PRENATAL DEVELOPMENT
• Fetal Period: development from two
months after conception to birth
– Rapid growth and change
– Viability: the age at which a fetus has
a chance of surviving outside the
womb
• Currently 24 weeks; changes with
advances in medical technology

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

THE PERIOD OF THE FETUS

• Growth and finishing

• Third month
– Organs, muscles & nervous system
organize and connect
– External genitals – visible with ultrasound
– End of first trimester
SECOND TRIMESTER

• 13-24 weeks - first movement felt

• Vernix covers fetus, prevents chapping
• Lanugo hold vernix to skin
• Trillions of brain neurons produced
– Stimulated by sound and light
 THIRD TRIMESTER

• Age of viability - 22 to 26 weeks

• Cerebral cortex enlarges
– Responsive to external stimulation
• Fat layer develops for temp. reg.
• Moves to the upside-down position
• Fetus moves less
THE FETUS STAGE
• By about the 6th month, the
stomach and other organs
have formed enough to
survive outside of mother.
• At this time the baby can
hear (and recognize) sounds
and respond to light.
 PRENATAL DEVELOPMENT
• The Brain:
– Babies have approximately 100 billion neurons (nerve cells) at birth
• Architecture of the brain takes shape during the first two trimesters
• Increases in connectivity and functioning occur from the third
trimester to 2 years of age
– Neural tube develops 18 to 24 days after conception
• Anencephaly is a serious birth defect in which a baby is born
without parts of the brain and skull.
• Spina bifida is a condition that affects the spine and is usually
apparent at birth.
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
PRENATAL DEVELOPMENT

• The Brain:
– Neurogenesis: the generation of new neurons
• Begins at fifth prenatal week and continues throughout
prenatal period
– Neuronal migration: cells move outward from their point of
origin to their appropriate locations
• Occurs approximately 6 to 24 weeks after conception

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

 HAZARDS TO PRENATAL
DEVELOPMENT
 Teratogen: any agent that can cause a birth
defect or negatively alter cognitive and
behavioral outcomes
Drugs (prescription, nonprescription)
Incompatible blood types
Environmental pollutants
Infectious diseases
Nutritional deficiencies
Maternal stress
Advanced age of parent
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
HAZARDS TO PRENATAL
DEVELOPMENT
• Severity of damage to the unborn depends on:
– Dose
– Genetic susceptibility
– Time of exposure
• Critical period: a fixed time period during which certain
experiences or events can have a long-lasting effect on
development

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

HAZARDS TO PRENATAL
DEVELOPMENT

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

HAZARDS TO PRENATAL
DEVELOPMENT
• Prescription and Non-prescription Drugs:
– Many women are given drugs while pregnant
• Some are safe; some can cause devastating birth defects
– Known prescription teratogens include antibiotics, some
antidepressants, some hormones, and Accutane
– Non-prescription teratogens include aspirin and diet pills

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

HAZARDS TO PRENATAL
DEVELOPMENT
 Psychoactive Drugs: drugs that act on the nervous system to alter states of
consciousness, modify perceptions, and change moods
Includes caffeine, alcohol, nicotine
 Caffeine:
small risk of miscarriage and low birth weight for those consuming more
than 150 mg. daily
Increased risk of fetal death for those consuming more than 300 mg. daily
FDA recommends not consuming caffeine or consuming it sparingly

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

 HAZARDS TO PRENATAL
DEVELOPMENT
 Alcohol:
 Fetal alcohol syndrome: abnormalities in newborn
due to mother’s heavy use of alcohol in pregnancy
Facial deformities
Defective limbs, face, heart
Most have below-average intelligence; some are
mentally retarded
 Even light to moderate drinking during pregnancy
has been associated with negative effects on the
fetus
 FDA recommends no alcohol consumption during
pregnancy
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
HAZARDS TO PRENATAL
DEVELOPMENT
• Nicotine:
– Maternal smoking can negatively influence prenatal development, birth, and
postnatal development
– Associated with:
• Preterm births and low birth weight
• Fetal and neonatal death
• Respiratory problems
• SIDS (sudden infant death syndrome)
• ADHD (attention deficit hyperactivity disorder)
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
HAZARDS TO PRENATAL
DEVELOPMENT
• Illegal drugs that harm during pregnancy:
– Cocaine
– Methamphetamine
– Marijuana
– Heroin
• Incompatible blood types (Rh factor)
– Can cause mother’s immune system to produce antibodies that
will attack the fetus
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
HAZARDS TO PRENATAL
DEVELOPMENT
• Environmental hazards:
– Radiation
– Environmental pollutants and toxic wastes
• Maternal Diseases:
– Sexually transmitted diseases (syphilis, genital herpes, AIDS)
– Rubella
– Diabetes
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
HAZARDS TO PRENATAL
DEVELOPMENT
• Maternal factors:
– Maternal diet and nutrition
– Maternal age
– Emotional states and stress
• Paternal factors:
– Exposure to teratogens
– Paternal age
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
PRENATAL CARE
• Prenatal care typically includes:
– Screening for manageable conditions and treatable diseases
– Medical care
– Educational, social, and nutritional services
• Centering Pregnancy: relationship-centered program
• Importance of prenatal care

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

THE BIRTH PROCESS
 Three stages of birth:
Stage 1: uterine contractions begin at 15 to 20 minutes apart and last up to
1 minute, becoming closer and more intense with time
Causes the cervix to stretch and open to about 10 cm
This stage lasts an average of 12 to 14 hours
Stage 2: baby’s head begins to move through dilated cervix opening and
eventually emerges from the mother’s body
This stage lasts approximately 45 minutes
Stage 3: umbilical cord, placenta, and other membranes are detached and
expelled (afterbirth)

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

METHODS OF CHILDBIRTH
• Natural childbirth: aims to reduce pain by decreasing fear and using
breathing/relaxation techniques
• Prepared childbirth (Lamaze): special breathing techniques;
education about anatomy and physiology
– Basic belief is that, when information and support are provided,
women know how to give birth

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

METHODS OF CHILDBIRTH
• Other natural techniques used to reduce pain:
– Waterbirth: giving birth in a tub of warm water
– Massage
– Acupuncture: insertion of very fine needles into specific
locations in the body
– Hypnosis: the induction of a psychological state of altered
attention and awareness
– Music therapy: utilizes music to reduce stress and manage pain

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

METHODS OF CHILDBIRTH
 Cesarean Delivery: the baby is removed from the mother’s uterus
through an incision made in the abdomen
Often used if baby is in breech position or other complications
arise
Cesareans involve a higher infection rate, longer hospital stays,
and a longer recovery time
Rate of cesarean births has increased dramatically in recent years
Better identification of complications
Increase in overweight and obese mothers
Extra caution by doctors to avoid lawsuits
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
TRANSITION FROM FETUS TO
NEWBORN
• Birth process is stressful for baby
– Anoxia: a condition in which the fetus has an insufficient supply of oxygen
– Baby secretes adrenaline and noradrenalin, hormones that are secreted in
stressful circumstances
• Measuring neonatal health and responsiveness:
– Apgar Scale: assessed at 1 minute and 5 minutes after birth
• evaluates heart rate, body color, muscle tone, respiratory effort, and reflex irritability
• 10 is highest, 3 or below indicates an emergency

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

TRANSITION FROM FETUS TO
NEWBORN
• Measuring neonatal health and responsiveness:
– Brazelton Neonatal Behavioral Assessment Scale (NBAS):
• Typically performed within 24–36 hours after birth
• Assesses newborn’s neurological development, reflexes, and reactions to people and
objects
– Low scores can indicate brain damage or other difficulties
– Neonatal Intensive Care Unit Network Neurobehavioral Scale (NNNS):
• Provides a more comprehensive analysis of newborn’s behavior, neurological and
stress responses, and regulatory capacities
• Assesses the “at-risk” infant

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

PRETERM AND LOW BIRTH
WEIGHT INFANTS
• Preterm and Small-for-Date Infants:
– Low birth weight infants weigh less than 5 ½ lbs. at birth
– Preterm infants are those born three weeks or more before full term
– Small-for-date infants are those whose birth weight is below normal when the
length of the pregnancy is considered
• Rate of preterm births has increased
– Number of births to mothers 35 years and older
– Rates of multiple births
– Management of maternal and fetal conditions
– Substance abuse
– Stress

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

PRETERM AND LOW BIRTH
WEIGHT INFANTS
• Causes of low birth weight:
– Poor health and nutrition
– Cigarette smoking
– Adolescent births
– Use of drugs
– Multiple births/reproductive technology
– Improved technology and prenatal care
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
 PRETERM AND LOW BIRTH
WEIGHT INFANTS
 Possible consequences:
Language development delays
Lower IQ scores
Brain injury
Lung or liver diseases
More behavioral problems
Learning disabilities
ADHD
Breathing problems (asthma)
Approximately 50% are enrolled in special education programs
PRETERM AND LOW BIRTH
WEIGHT INFANTS
• Some effects can be improved with:
– Early speech therapy
– Intensive enrichment programs
– Kangaroo care, massage therapy, and breast feeding
• Kangaroo Care: treatment for preterm infants that involves
skin to skin contact
• Massage: research conducted by Tiffany Field
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
THE POSTPARTUM PERIOD
• Postpartum period lasts about six weeks or until the mother’s body
has completed its adjustment and has returned to a nearly pre-
pregnant state
• Physical Adjustments:
– Fatigue
– Hormone changes
– Return to menstruation
– Involution: process by which the uterus returns to its pre-
pregnant size 5–6 weeks after birth
– Weight loss/return to exercise
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
THE POSTPARTUM PERIOD
• Emotional and Psychological Adjustments:
– Emotional fluctuations are common
– “Baby Blues” experienced by 70% of new mothers in the U.S.
• Typically resolves in 1–2 weeks, without treatment
– Postpartum Depression
• Excessive sadness, anxiety, and despair that lasts for two
weeks or longer
• Experienced by 10% of new mothers
• Hormonal changes after birth may play a role
• May affect mother–child interactions
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
THE POSTPARTUM PERIOD

• A Father’s Adjustment:
–Many fathers feel that the baby gets all of the mother’s
attention
–Parents should set aside time to be together
–Father’s reaction is improved if he has taken childbirth
classes and is an active participant in the baby’s care

©2009 The McGraw-Hill Companies, Inc. All rights reserved.

BONDING
• Bonding: the formation of a connection, especially a physical bond,
between parents and the newborn in the period shortly after birth
– Isolation of premature babies and use of drugs in birth process
may harm bonding process
– Bonding may be a critical component in the child’s development
• However, close contact in the first few days may not be
necessary
– Most hospitals offer a rooming-in arrangement while mother and
child are in the hospital
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
THE REMARKABLE
NEWBORN
( I N FA N C Y P E R I O D )
WAY S T O S T U D Y T H E A BI L I TI ES
OF NEWBORNS

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

THE INFANT AND GROWING CHILD
(BABYHOOD)
BIOLOGICAL DEVELOPMENT
THE DEVELOPING BRAIN

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

AVERAGE AGE OF ATTAINMENT OF MAJOR
DEVELOPMENTAL MILESTONES ( ADAPTED FROM CAPUTE 1991)

• Gross motor
• 1 month: lifts head
• 4-6 months: rolls prone to supine; rolls supine to prone; sits with
support
• 6-8 months: sits unsupported; creeps; comes to sit; crawls
• 8-10 months: pulls to stand
• 10-14 months: walks
• 12-18 months: runs
AVERAGE AGE OF ATTAINMENT OF MAJOR
DEVELOPMENTAL MILESTONES ( ADAPTED FROM CAPUTE 1991)

• Fine motor
• 3 months: opens fists
• 4-6 months: reaches for objects; transfers objects
• 10-12 months: releases objects voluntarily; makes marks on paper
with pencil
• 24 months: displays handedness
• 36 months: draws circles and basic images of people
 AVERAGE AGE OF ATTAINMENT OF MAJOR
DEVELOPMENTAL MILESTONES ( ADAPTED FROM CAPUTE 1991)

• Visual and problem solving

• 1 month: appears visually alert; briefly fixates on faces/objects; moves eyes
vertically
• 2 months: shows some coordinated head and eye movement; visually
follows moving objects
• 3 months: has good coordinated eye movement and head turning; displays
some hand-eye coordination; reacts to visual threats
• 7-8 months: inspects objects
• 9-12 months: throws objects; uses two or more objects together; makes
marks on paper with pencil
• 16-18 months: scribbles on paper
AVERAGE AGE OF ATTAINMENT OF MAJOR
DEVELOPMENTAL MILESTONES ( ADAPTED FROM CAPUTE 1991)

• Expressive language
• 1-3 months: coos
• 4-6 months: ah-goos; razzes
• 6-10 months: babbles; uses nonspecific "dada" and "mama"
• 11-14 months: says first three words; uses specific "dada" and "mama";
uses immature jargon
• 15 months: uses 4-6 words
• 16-18 months: uses mature jargon; uses 7-20 words
• 19-21 months: uses 2-word combinations; has 50-word vocabulary
• 36 months: uses 250 words; forms 3-word sentences; repeats 3 digits;
gives age, sex and name
AVERAGE AGE OF ATTAINMENT OF MAJOR
DEVELOPMENTAL MILESTONES ( ADAPTED FROM CAPUTE 1991)

• Receptive language
• 0-2 months: alerts to some sounds; smiles socially
• 2-4 months: orients to voices
• 4-8 months: responds to voices, bells and other sounds
• 9-10 months: understands "no"; gestures
• 11 months: follows 1-step command with gesture
• 14 months: follows 1-step command without gesture
• 15-18 months: points to pictures; recognizes 5-10 body parts
• 24 months: follows 2-step command
• 36 months: identifies colors
• 54 months: follows 3-step commands
AVERAGE AGE OF ATTAINMENT OF MAJOR
DEVELOPMENTAL MILESTONES ( ADAPTED FROM CAPUTE 1991)

• Social/adaptive
• 4-6 weeks: smiles socially
• 7 months: feeds self with fingers
• 12 months: helps dress self
• 12-18 months: learns toilet training and sphincter control; uses spoon
and cup
• 24 months: engages in parallel play; does some undressing
• 30 months: uses fork
• 36 months: engages in group play; undresses self completely
• 48 months: dresses self completely
• 60-72 months: uses knife for spreading; ties shoes
 THE INFANT AND GROWING CHILD
COGNITIVE DEVELOPMENT
PIAGET’S THEORY
• Schemas
– In Piaget’s theory, mental representations of the world
that guide the processes of assimilation and
accommodation
– Assimilation
• The process of incorporating and, if necessary,
changing new information to fit existing schemas
– Accommodation
• The process of modifying existing schemas in
response to new information
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
THE INFANT AND GROWING CHILD
COGNITIVE DEVELOPMENT
CHANGING SCHEMAS OF THE EARTH

5th grade
• From preschool through about
the 5th grade, children
gradually assimilate and then
accommodate their schemas
to form an accurate
representation of the earth’s
shape.
Preschool

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

THE INFANT AND GROWING CHILD
COGNITIVE DEVELOPMENT
PIAGET’S STAGES OF DEVELOPMENT

• Stages of Development
– Each stage is qualitatively different from others
– Ages for stage transitions are approximate
– Sensorimotor
– Preoperational
– Concrete Operational
– Formal Operational
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
THE INFANT AND GROWING CHILD
COGNITIVE DEVELOPMENT
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

THE INFANT AND GROWING CHILD
COGNITIVE DEVELOPMENT
SEPARATION ANXIETY

• Separation anxiety is a fear

reaction in response to the
absence of the primary
caregiver.
• It is seen in all cultures.
• It corresponds with the
development of object
permanence and the
sensorimotor stage of cognitive
development.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

THE INFANT AND GROWING CHILD
COGNITIVE DEVELOPMENT
TASKS USED TO TEST CONSERVATION

• The ability to conserve marks

the transition from the
preoperational stage to the
concrete operational stage of
cognitive development.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

THE INFANT AND GROWING CHILD
COGNITIVE DEVELOPMENT
SPEED OF INFORMATION PROCESSING

• Response times decrease from 7 - 12 years of age

– Consistent across several different types of tasks
• This may be due to the biological maturation of the brain
– Increased myelination of axons which speeds up neural processing
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
THE INFANT AND GROWING CHILD
SOCIAL DEVELOPMENT
THE PARENT-CHILD RELATIONSHIP

• Critical Period
– A period of time during which an
organism must be exposed to a certain
stimulus for proper development to
occur
• Attachment
– A deep emotional bond that an infant
develops with its primary caretaker
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
 THE INFANT AND GROWING CHILD
SOCIAL DEVELOPMENT
STYLES OF ATTACHMENT

• Strange Situation Test

– A parent-infant “separation and reunion” procedure that is staged in a
laboratory to test the security of a child’s attachment
• Secure Attachment
– The baby is secure when the parent is present, distressed by separation,
and delighted by reunion.
• Insecure Attachment
– The baby clings to the parent, cries at separation, and reacts with anger
or apathy to reunion.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

 EARLY
CHILDHOOD
FIVE DOMAINS OF CHILD
DEVELOPMENT
• PHYSICAL DEVELOPMENT- comprises sensory (response to light, sound, pressure,
movement, odours, taste) and motor development (muscular reactions-walking, grasping,
jumping)
• INTELLECTUAL DEVELOPMENT- comprises of language development, learning, memory and
logical reasoning
FIVE DOMAINS OF CHILD
DEVELOPMENT
• SOCIAL DEVELOPMENT- involves interest in people than in material things, cooperativeness
rather than aggression towards others in play and respect for the property of others
• EMOTIONAL DEVELOPMENT- affective behavior patterns differ with physical growth and
social experiences. Basic emotions: Fear, Love and Rage
FIVE DOMAINS OF CHILD
DEVELOPMENT
• MORAL DEVELOPMENT- internalizing the do’s and don’ts of early life in which moral
concepts are formed.
• The moral sense or good vs. bad comes as a result of many experiences, starting at home and
with the parents.
• The child enters a period of moral reality by accepting the codes and rules from without
parents or companions
FACTS/MYTHS ABOUT CHILD
DEVELOPMENT
• THE EARLY YEARS FROM BIRTH TO SIX
YEARS OLD ARE THE MOST CRITICAL
STAGE
• THE GROWTH OF THE BRAIN
DURING 10 TO 13 YEARS OLD ARE
•FACT
•MYTH
UNMATCHED BY ANY OTHER
DEVELOPMENT DURING THE LIFE
SPAN

• THIS HAPPENS DURING THE FIRST

TWO YEARS OF LIFE
FACTS/MYTHS ABOUT CHILD
DEVELOPMENT
• AS EARLY AS SEVEN YEARS OLD,
CHILDREN LEARN THE BASIC HUMAN
BEHAVIOR •MYTH
• THIS HAPPENS DURING THE FIRST
THREE YEARS
• BY AGE THREE, A CHILD’S CHARACTER
AND PERSONALITY ARE FORMED
•FACT
• however, it is also true that there are still a
lot to learn and that later experiences will
contribute many personality changes
FACTS/MYTHS ABOUT CHILD
DEVELOPMENT
• GROWTH AND DEVELOPMENT IS THE
SAME AS MATURITY
•MYTH
• we can predict the physical growth and
changes from simple to complex
developmental tasks, but we cannot predict
a child’s maturity

• Child development is a process that every

child goes through
•FACT
BASIC CHARACTERISTICS OF A 3 TO
4 YEARS OLD CHILD
Lengthen and hand and feet grow
bigger.
P H YS I C A L D E V E L O P M E N T • BODY BUILD- children have an
• HEIGHT- average annual increase : 3 endomorphic, mesomorphic or
inches ectomorphic
• WEIGHT-average annual increase : 3-5 lbs • BONES AND MUSCLES- becomes
larger, stronger and heavier,
• BODY PROPORTIONS- “baby look”
children look thinner although they
disappears. Facial features remain small but
weigh more.
the chin becomes more pronounced and
the neck elongates. Arms and legs • TEETH-back molars have erupted
BASIC CHARACTERISTICS OF A 3 TO
4 YEARS OLD CHILD
SKILLS DEVELOPMENT
3-4 year-old is the ideal age to learn skills: 3) Young children learn easily and quickly
1) Young children love repetition until they because their bodies are still very pliable
have mastered an activity and they have acquired so few skills that
they do not interfere with the acquisition
2) Young children are adventuresome and
of new ones.
not held back by fear of hurting
themselves or being ridiculed by peers
BASIC CHARACTERISTICS OF A 3 TO
4 YEARS OLD CHILD
TYPICAL SKILLS
• Hand skills- self-feeding and • Development of handedness
dressing skills are perfected. • Leg skills-to hop, skip, gallop and
Brushing teeth and bathing are jump. Climbing skills, tricycling and
easily acquired. Tying shoelaces swimming can be learned. Activities
and combing hair are done with such as jumping rope, balancing on
little or no assistance. Throwing, rails, and dancing are learned
catching ball, using scissors, clay, towards the end of 4 years old.
crayons, pencil and paint.
BASIC CHARACTERISTICS OF A 3 TO
4 YEARS OLD CHILD
• Vocabulary building- learns a
general vocabulary of words such
SPEECH DEVELOPMENT as ‘good’ and ‘bad’, ‘give’ and ‘take’,
• Pronunciation of words-certain sounds words with specific usage such as
and sound combination are especially numbers and the names of colors.
difficult to learn such as z, w, d, s, and g and • Forming sentences-incomplete
consonant combinations st, str, dr and fl. three to four-word sentences at
Listening to radio and television can be an three, six to eight word sentences
aid in learning correct pronunciation. by age four and contains all parts
of speech
BASIC CHARACTERISTICS OF A 3 TO
4 YEARS OLD CHILD
C O M M O N E M OT I O N S
• Anger-conflicts over toys, thwarting of • Fear-stimulated by unpleasant experiences,
wishes, attacks by other children. Shows stories, pictures, radio, television & movies.
anger through temper tantrums—crying, Expressed through panic—crying, hiding,
screaming, stamping, kicking, jumping up and avoiding frightening situations
and down, striking
BASIC CHARACTERISTICS OF A 3 TO
4 YEARS OLD CHILD
• Envy- envious of abilities or
material possessions of another
C O M M O N E M OT I O N S
child. Shown by complaining,
• Jealousy- when teacher’s or parent’s verbalizing wishes to have the
interest and attention are shifted to same things or getting things not
someone else. Shown through bed- theirs.
wetting, pretending to be ill, being naughty.
• Joy-accomplishing difficult tasks,
• Curiosity- exploring, self and
reacting to unexpected
surroundings—testing and asking
questions noise/calamity, playing pranks on
others. Shown by smiling,
laughing, clapping, jumping,
hugging objects or persons that
made them happy.
BASIC CHARACTERISTICS OF A 3 TO
4 YEARS OLD CHILD
C O M M O N E M OT I O N S
• Grief- saddened by the loss of anything • Affection- learning to love the people, pets
they love or important to them. May be a or objects that give them pleasure. Shown
person, pet, toy, clothing. Shown by crying by hugging, patting, kissing the objects of
and by losing interest in their normal their affection.
activities, including eating.
BASIC CHARACTERISTICS OF A 3 TO
4 YEARS OLD CHILD
S O C I A L B E H AV I O R PAT T E R N S U N S O C I A L B E H AV I O R PAT T E R N S
• Imitation • Negativism
• Rivalry • Aggressiveness
• Cooperation • Ascendant behavior
• Sympathy • Selfishness
• Empathy • Egocentrism
• Social approval • Destructiveness
• Sharing • Sex antagonism
• Attachment behavior • prejudice
BASIC CHARACTERISTICS OF A 3 TO
4 YEARS OLD CHILD
MORAL DEVELOPMENT
• Is on a low level, due to the intellectual development of the child. At this
ages (3-4) they have not yet reached the point where they can learn or apply
abstract principles of right and wrong. Neither do they have the necessary
motivation to adhere to rules and regulations because they do not
understand how these benefit them as well as members of the social group.
• Thus, they must learn moral standards based on specific situations. They
judge acts as right or wrong in terms of the physical consequences of these
acts.
 FACTORS HAMPERING CHILD
DEVELOPMENT
1)Delayed motor development due to: • Fear (allowed too early to walk and had
• Illness and physical injury (polio, CP) stumbled and lost confidence)

• Intelligence • Hampering clothes (cold countries)

• Size of body (too obese or too thin) • Nutrition (deficient with calcium,
phosphorous and vitamins)
• Lack of opportunity to learn
 FACTORS HAMPERING CHILD
DEVELOPMENT
2) Delayed Language Development 3) Delayed Social Development
• Baby talk • Parent-child relationship
• Intelligence • Economic points of view (rich with rich,
• Bilingualism poor with poor)

• Socio-economic status • Belongingness (in a home vs. In an

orphanage)
• Illness/disorder (CP, aphasia, cleft palate)
 FACTORS HAMPERING CHILD
DEVELOPMENT
4) Delayed Emotional Development 5) Delayed Moral Development
• Maturation • Home and family environment
• Physical condition • Intelligence
• Learning/experiences • Maturation and learning
• Environment
DEVELOPMENTAL TASKS
TODDLERS (1-3 years old)
• Enjoy the physical activity that comes from
their new mobility in the environment.
• Explore relationships between objects and how
to control them.
• Expand their understanding of object
permanence--e.g., hide-and-seek activities.
• Start to see themselves as part of the
community and develop skills to participate,
especially language.
• Work on using symbols and make-believe in
play.
DEVELOPMENTAL TASKS
PRESCHOOLERS (3-6 years
old)
• Develop friendships and skills for playing with other
children.
• Learn to use symbols in more complex ways and in
two-dimensional form.
• Expand their ability to attach language to actions and
ideas.
• Explore relationships between objects and how parts
and wholes fit together (as in making constructions).
• Experiment with how to make desired effects happen
with objects and people.
• Develop increasingly complex large and small motor
skills.
• Learn how to plan ahead.
DEVELOPMENTAL TASKS
SCHOOL AGE CHILDREN (6-8 years
old)
• Learn group skills, including cooperation and conflict
resolution.
• Follow rules designed by others (as in board games
and sports), as well as create their own rules to
follow with peers.
• Use new skills to organize objects, ideas, and skills in
logical and interconnected ways (as in collections
and magic tricks).
• Incorporate a growing ability to symbolize using
letters and numbers. Draw them into everyday
activities and games (as in magic tricks).
• Develop special interests, skills, and hobbies.
DEVELOPMENTAL TASKS
OLDER CHILDREN (8-12 years old)
• Develop the ability to apply learned concepts to
new tasks.
• Acquire a frequent interest in learning life skills
from adults at home and elsewhere (e.g. cooking,
fixing things, etc.)
• Develop a conscience and move from thinking in
terms of “What’s in it for me?” fairness (e.g. “If
you did this for me, I would do that for you.”)
• Friendships are often with their same-gender
peers and are usually based on proximity,
common interest/hobbies, or other perceived
commonalities.
CAN YOU READ THESE SIGNS?
CAN YOU READ THESE SIGNS?
CAN YOU READ THESE SIGNS?
CAN YOU READ THESE SIGNS?
CAN YOU READ THESE SIGNS?
CAN YOU READ THESE SIGNS?
CHILD SAFETY FIRST!
• As teachers, awareness of child safety is very
important. Toys and activities should be
appropriate to their age levels so that we
could provide them with the needed
support and respond appropriately to their
development.
• A teacher should facilitate or maximize
children’s learning by providing them proper
venues, materials and activities for playing
and other interactive tasks.
 AGE-APPROPRIATE TOYS/ACTIVITIES-
TODDLERS
• Pull-push toys; • Toys and props for dramatic
• Blocks; play like scarves, hats, a toy
• An assortment of balls; telephone, stuffed animals,
• Play Doh with simple tools (craft sticks and and generic baby dolls;
wooden rollers);
• Large pegged-top puzzles; a
• picture books; small climbing structure
• containers, scoops, sifters, and other objects for
sand and water play;
 AGE-APPROPRIATE TOYS/ ACTIVITIES-
PRESCHOOLERS
• Wheel toys (ride-on equipment
• Construction toys with interlocking pieces;
such as bikes and wagons);
• New dramatic play items--props to recreate real
• Outdoor play materials (balls,
life (gas station, post office, store) and puppets;
bats, bubble blowers and liquid
• Art materials such as markers, paint, scissors,
soap, and giant chalk pieces);
glue, and an assortment of blank paper of
various colors and textures; • Natural outdoor materials,
• Simple musical instruments and noisemakers, (rocks, sticks, and leaves).
including shakers and rhythm sticks;
AGE-APPROPRIATE TOYS/ ACTIVITIES-
SCHOOL AGE
• Construction tools; • Items for "collections" (stamps,
• Board and other games involving coins, shells, and sports cards);
rules, skill (jacks), and strategy • Materials for creating small worlds
(checkers); like doll houses and castles;
• Science equipment (magnets and a • Tools for dramatic performances
magnifying glass); and storytelling (blank books,
• Modelling and craft materials (self- materials for making props, and a
hardening clay, weaving kits, and costume box).
miniature models to build);
• Secret codes and magic tricks;
 AGE-APPROPRIATE TOYS/ ACTIVITIES- OLDER
CHILDREN
• Active recreation, such as hiking, skateboarding, • Doing simple experiments/research
rollerblading
• Reading poetry/interactive story telling
• Bicycle riding
• Brisk walking
• Drawing, painting and writing activities
• Active games involving running and chasing, such
as tag
• Jumping rope
• Martial arts, such as karate
• Running
• Sports such as soccer, ice or field hockey,
basketball, swimming, tennis
TOYS/ACTIVITIES SHOULD
B E A G E - A P P R O P R I AT E T O
C A P T U R E T H E I N T E R E S T,
S U S TA I N AT T E N T I O N A N D
C O R R E C T LY C O N T R I B U T E T O
THE CHILD’S GROWTH AND
DEVELOPMENT
TOYS

• Offer opportunities for the development of motor skills, for learning about concepts and
problem-solving, for fun and enjoyment, for children to feel close to each other, through
interacting and expression of emotion.
POEMS

• Helps children develop creativity in expressing their thoughts and feelings; learn to appreciate
the beauty of language and learn to listen more carefully.This could provide ways of learning
new concepts and values with fun and enjoyment.
GAMES

• Are activities of fun and amusement that children can do together. It requires bodily actions
and need no words. These games can help sharpen motor skills or bring about new concepts
and values which are opportunities for creative and positive expression of children’s feelings.
STORY TELLING
• Used to entertain and teach concepts and values like knowledge about the
outside world, people and culture. It develops the child’s ability to listen, ask
question, reason out and use of imagination. It helps the child to start to love
and appreciate reading books and become interested in pursuing deeper
knowledge.
DRAWING/WRITING

• Improves the child’s manual dexterity, helps in self-expression, communicating thoughts, ideas
and feelings, improve reading, writing and speaking skills, increase attention span, an eye for
details and develop creative skills.
SONGS

• Develop children’s sensitivity, improve their ability to pronounce and memorize words;
improve the quality of their voices and provide opportunities for interacting with others and
expressing their feelings.
CHILD-REARING PRACTICES

▪ Authoritarian
▪ parents impose rules and expect obedience
▪ “Don’t interrupt.” “Why? Because I said so.”
▪ Permissive
▪ submit to children’s desires, make few demands, use little punishment
▪ Authoritative
▪ both demanding and responsive
▪ set rules, but explain reasons and encourage open discussion
CHILD-REARING PRACTICES
ADOLESCENCE
ADOLESCENCE
The period of life from puberty to adulthood,
corresponding roughly to the ages of 13 to 20
P U B E RT Y
The onset of adolescence, as evidence by rapid growth,
rising levels of sex hormones, and sexual maturity
MENARCHE
A girl’s first menstrual period

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

ADOLESCENCE
▪Adolescence
▪ the transition period from childhood to
adulthood
▪ extending from puberty to independence
▪Puberty
▪ the period of sexual maturation
▪ when a person becomes capable of
reproduction
ADOLESCENCE
▪ Primary Sex Characteristics
▪ body structures that make sexual reproduction possible
▪ ovaries--female
▪ testes--male
▪ external genitalia

▪ Secondary Sex Characteristics

▪ nonreproductive sexual characteristics
▪ female--breast and hips
▪ male--voice quality and body hair

▪ Menarche (meh-NAR-key)
▪ first menstrual period
ADOLESCENCE
▪ In the 1890’s the average
1890, Women interval between a woman’s
7.2 Year Interval
menarche and marriage was
about 7 years; now it is over
12 years
10 20
Age
1995, Women
12.5 Year Interval

10 20
Age
 ADOLESCENCE
Height in
centimeters ▪ Throughout childhood, boys and
190 girls are similar in height. At
puberty, girls surge ahead briefly,
170 but then boys overtake them at
150 about age 14.

130
110
90
70
50

0 2 4 6 8 10 12 14 16 18
Age in years
Boys Girls
BODY CHANGES AT PUBERTY
 KOHLBERG’S MORAL LADDER

Morality of abstract ▪ As moral development

Postconventional principles: to affirm
level agreed-upon rights and
progresses, the focus of
personal ethical principles concern moves from the self to
the wider social world.

Conventional Morality of law and

level social rules: to gain
approval or avoid
disapproval

Preconventional Morality of self-interest:

level to avoid punishment
or gain concrete rewards
ADOLESCENCE: SOCIAL
DEVELOPMENT
▪Identity
▪ one’s sense of self
▪ the adolescent’s task is to solidify a sense
of self by testing and integrating various
roles
▪Intimacy
▪ the ability to form close, loving
relationships
▪ a primary developmental task in late
adolescence and early adulthood
ADOLESCENCE: SOCIAL
DEVELOPMENT
▪ The changing parent-child relationship
100%
Percent with
positive, warm
interaction 80
with parents

60

40

20

0
2 to 4 5 to 8 9 to 11
Ages of child in years
ADOLESCENCE
PUBERTY
ADOLESCENT GROWTH SPURT

• At about age 13 for girls, 16 for boys, there is a final

maturational growth spurt in height.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
ADOLESCENCE
PUBERTY
THE TIMING OF PUBERTY AND BODY IMAGES IN GIRLS

• Girls who mature

earlier than their
peers are usually
less satisfied with
their size, weight,
and figure.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

ADOLESCENCE
PUBERTY
THE TIMING OF PUBERTY AND BODY IMAGES IN BOYS

• Boys who mature

later than their
peers have negative
body images, but
they are only
temporary.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

ADOLESCENCE
COGNITIVE DEVELOPMENT
KOHLBERG’S STAGES OF MORAL REASONING
• Moral Reasoning
– The way people think and try to solve moral
dilemmas.
• Preconventional Level
– Morality judged in terms of reward and punishment
• Conventional Level
– Morality judged in terms of social order and approval
• Postconventional Level
– Morality judged in terms of abstract principles, like equality
and justice

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

 ADOLESCENCE
COGNITIVE DEVELOPMENT
KOHLBERG’S LEVELS OF MORAL REASONING

• Most 7-10 year olds are reasoning at

the preconventional level.
• Most 13-16 year olds are reasoning at
the conventional level.
• Few show reasoning indicative of the
postconventional level.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

ADOLESCENCE
COGNITIVE DEVELOPMENT
CRITICISMS OF KOHLBERG’S THEORY
• Cultural Bias
– Some cultural differences are not reflected in
this theory.
• Gender Bias
– Empirical support for this claim is weak.
• Connection between moral reasoning and moral
behavior is often indirect.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

ADOLESCENCE
SOCIAL AND PERSONAL DEVELOPMENT
ADOLESCENT DISENGAGEMENT
• The proportion of time spent
with the family decreases
almost 3% per year
• This decline was not found for
time spent alone with parents
• Identity Crisis
– An adolescent’s struggle
to establish a personal
identity, or self-concept
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
 ADOLESCENCE
SOCIAL AND PERSONAL DEVELOPMENT
Patterns of Adolescent “Transformation” Within
the Family
• Adolescents in the 7th and 8th
grades felt worse while with their
family.
• Boys feel better after 8th grade
and feel the best in 9th and 10th
grades.
• Girls continue to feel bad until
the 10th grade.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

ADOLESCENCE
SOCIAL AND PERSONAL DEVELOPMENT

• Peer Influences
– Adolescent relationships are intimate.
– Adolescents begin to discover friendships with other-sex peers.
– Conformity rises steadily with age, peaks in ninth grade, and
then declines.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

ADOLESCENCE
SOCIAL AND PERSONAL DEVELOPMENT

• Sexuality
– Whether teens act on sexual impulses depends on social
factors.
– Adolescents who engage in sexual behavior with others are not
necessarily informed about health risks and contraception .
– Adolescent sexual behavior may be due to attempts to be more
like an adult or as way to rebel.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

ADOLESCENCE
ADOLESCENCE AND MENTAL HEALTH

• The stereotypic images of adolescents are:

– Mood swings, identity crises, anxiety, rebelliousness,
depression, drug use, and suicide
• Three perceived sources of difficulty in adolescence are:
– Conflict with parents, risk-taking behavior, and mood
disruption
• Conflict with parents and risk-taking do occur, but the
idea that adolescents are in a state of distress is
exaggerated.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
ADULTHOOD AND OLD AGE
• Life Span
– The maximum age possible for members
of a given species.
• Life Expectancy
– The number of years that an average
member of a species is expected to live.

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall