CHAPTER ONE:

HUMAN
DEVELOPMENT
HUMANDEVELOPMENT
- Is one of the most stunning process in life.

DEVELOPMENT
- According to Neil J. Salkind (2004) defines it as
“progressive series of changes that occur in a predictable
pattern as the result of interactions between biological
and environmental factors”
 STAGES OF
DEVELOPMENT
 • Is a popular psychologist whose theory of
Materials human development and personality sparked
great interest, as well as controversy.
Needed .
• He believed that we go through 5 stages of
for Class psychosexual development and that at each
stage of development we experience pleasure in
one part of the body than others.

SIGMUND FREUD
1856-1939
 WHAT ARE EROGENOUS
•Erogenous ZOzones
NE? are
parts of the body that
have especially strong
pleasure-giving
qualities at particular
stages of
development.
 PSYCHOSEXUAL DEVELOPMENT
• Freud thought that our
personality is determined by
the way we resolve conflicts
between these early sources
of pleasure- the mouth, the
anus and the genitals- and
the demands of reality.
 FIXATION
• Fixation is the psychoanalytic
defense mechanism that occurs
when the individual remains
locked in an earlier
developmental stage because
needs are under-or over-
gratified.
 5 STAGES OF
PSYCHOSEXUAL
DEVELOPMENT
 ORA L STAGE
(First year of life)

• In this stage the infant obtains

sensual pleasure first by sucking and
later by biting. The center of libido is
mouth

• The mouth is vital for eating, and the

infant derives pleasure form oral
simulation through gratifying
activities such as tasting and
sucking.
 ORAL STAGE
(First year of life)

• Signs of fixation or
affects on adult
personality in this
stage are:
Overeating
Smoking, Nail biting,
Suspicion
 ANAL STAGE
(2-4 years old)
• In this stage the child’s greatest
pleasure involves the anus or the
eliminative functions associated
with it.

• In Freud’s view the exercise anal

muscles reduces tension.

• Through toilet training, the child

comes in contact with the rules of
society.
 ANAL STAGE
(2-4 years old)

• Fixation can lead to being

obsessive with cleanliness
or hating mess (anal
retentive). The child may
eventually become a
perfectionist or be
obsessive-compulsive.
 PHALLIC STAGE
(4-6 years old)

• The word “ phallic” comes the

Latin word “phallus”, which
means “penis”

• During this stage, pleasure

focuses on the genitals as the
child discovers that self-
stimulation is enjoyable.
 PHALLIC STAGE
(4-6 years old)

• In Freud’s view, the phallic

stage has stage has special
importance in personality
development because this
period triggers the
Oedipus Complex .
 OEDIPUS COMPLEX
• Occurs in boys
• Desire for stimulation or masturbation of his
own genitals
• Have sexual/sensual desires for his mother.
• Boys begin to view their fathers as a rival
for the mother’s affections. The Oedipus
complex describes these feelings of wanting
to possess the mother and the desire to
replace the father.
 ELECTRA COMPLEX
• Occurs in girls.
• Attracted towards their father
• Notice that she does not have the sex
organs like her father and brother.
• Feeling of being castrated by her mother
which makes her angry and she starts
devaluating her mother.
• Still identify with her mother with the
feeling that by doing so she will stand
better chance in her own “romantic
relationship”
 LATENCY STAGE
(Seventh year onward)

• At this stage, the child represses all

interest in sexuality and develops
social and intellectual skills.
• The pursuit of social and academic
activities channels much of the child’s
energy into emotionally safe areas and
aids the child in forgetting the highly
stressful conflicts of the phallic stage
 GENITAL STAGE
(Twelfth year)

• The final stage of

psychosexual development
occurs from puberty onwards.
• It is the time of sexual
reawakening, but the source
of sexual pleasure now
becomes someone outside
the family.
 GENITAL STAGE
(Twelfth year)

• Freud believed that unresolved

conflicts with parents re-emerged
during adolescence.
• Once resolved, Freud believed
that the individual capable of
developing a mature love
relationship and functioning
independently as an adult.
 • Coined, the term identity crisis, (a
turning point in one’s life that may
Materials either strengthen or weaken one’s
Needed personality.) .
• For him Socialization process is
for Class important.

ERIK ERIKSON
1902-1994
 STAGE 1: TRUSTVS. MISTRUST
(Birth to 1 year)

• Infants must rely on others for

care
• Consistent and dependable
caregiving and meeting infant
needs leads to a sense of
trust.
• Infants who are not well cared
for will develop mistrust.
• Important Event: Feeding
 STAGE 2: AUTONOMY VS SHAME AND
(2 to 3 Years old)
• DOU BT
Children are discovering their own
independence.
• Testing more independence by
assuming more self-responsibilities.
• Those given the opportunity to
experience independence will gain a
sense of autonomy.
• Children that are overly restrained or
punished harshly will develop shame
and doubt.
• Important Event: Toilet Training
 STAGE 3: INITIATIVE VS. GUILT
(3-5 years old)

• Preschoolers learn to plan out

and carry out their goals
• Sense of accomplishments lead
to initiative.
• Feelings of guilt can emerge if
the child is made to feel to
anxious or irresponsible
• Important Event: Exploration
 STAGE 4: INDUSTRY VS INFERIORITY
old)
(6-11 years

• Stage of life surrounding mastery of

knowledge and intellectual skills
• Sense of competence and
achievement leads to industry.
• Feeling incompetent and
unproductive leads to inferiority
• Important Event: School
 STAGE 5: IDENTITY VS. CONFUSION
(Adolescence)

• Developing a sense of who one is and

where on is going in life
• Teens needs to develop a sense of
self and personal identity. Success
leads to an ability to stay true to
yourself, while failure leads to role
confusion and a week sense of self.
• Important Event: Social Relationships
 STAGE 6: INTIMACY VS ISOLATION
(Early Adulthood)

• Time for sharing oneself with

another
• Capacity to hold commitments
with others leads to intimacy
• Failure to establish commitments
leads to feelings of isolation

• Important Events: Relationships

 STAGE 7: GENERATIVITY VS. STAGNATION
(Middle Adulthood)

• Adults need to create or nurture

things that will outlast them,
often by having children or
creating a positive change that
benefits other people.
• Success leads to feelings of
usefulness and accomplishment,
while failure results in shallow
involvement in the world.
• Important Events: Work and
Parenthood
 STAGE 8: INTEGRITY VS DESPAIR
(Late Adulthood)

• Older adults need to look back

on life and feel a sense of
fulfilment. Success at this stage
leads to feelings of wisdom,
while failure results in regret,
bitterness, and despair.
 • His theory of cognitive development tries to
Materials explain how a child understands the world:
how /she thinks, reason out, remembers, and
Needed solves problems. .
- He considers education as a key element in
for Class developing one’s cognitive skills.

JEAN PIAGET
1896-1980
 SENSORIMOTOR STAGE
(Birth to 2 years)

• Infants construct an understanding of

the world by coordinating sensory
experiences with motor actions.

• Develop Object Permanence

(memory)- Realize that object exists
even if they are out of sight.
 SENSORIMOTOR STAGE
(Birth to 2 years)

• Infants progress from reflexive,

instinctual actions at birth to the
beginning of problem solving
(intellectual) and symbolic abilities
(language) toward the end of this
stage.
 PRE-OPERATIONAL STAGE
(2-7 years old )

• This stage begins when the child

starts to use symbols and language.
This is a period of developing
language and concepts. So, the child
is capable of more complex mental
representations (i.e. words and
images) He still unable to use
operations. i.e logical , mental rules,
such as rules of arithmetic.
 PRE-OPERATIONAL STAGE
This stage is further divided in to 2 sub-stage :

• Preconceptual Stage: Increased use of verbal

representation but speech is egocentric. The child uses
symbols to stand for actions: a toy doll stands for real baby of
the child role plays mommy or daddy.

• Intuitive Stage: Speech becomes more social, less

egocentric. Here the child base their knowledge on what they
feel or sense to be true, yet they cannot explain the
underlying principles behind what they feel or senses.
 The following are the key features of this stage:
• Egocentrism: The child’s thoughts and communications are
typically egocentric.

• Animism: Treating inanimate objects as living ones.( ex.

Children dressing and feeding their dolls as if they are alive)

• Conservation: The knowledge that quantity is unrelated to

the arrangement and physical appearance of objects.
Children at this stage are unaware of conservation.
 CONCRETE-OPERATIONAL STAGE
8-11 years old

• The child begins to be more logical

and able to perform simple
operations (basic math
computations)

• Begin to understand classifications

(e.g living and non living things)

• Can understand reversibility

(commutative property of addition)
 FORMAL-OPERATIONAL STAGE
11-15 years old

• He/She able to analyze problems and

considers different ways of solving
and systematic way.

• Understands that the rules of any

game or social system are developed
by a man by mutual agreement and
hence could be change or modified
 Materials He studied how children
understand what is right and
Needed .
wrong, and how they develop
a sense of morality.
for Class
LAWRENCE KOHLBERG
1927-1987
 PRE-CONVENTIONAL LEVEL
• This is recognition of authority who gives punishment or
reward.

Stage 1: Obedience & Punishment

 deciding what is right and wrong is based on what action
is punished.
 The child obeys to avoid punishment.

Stage 2: Mutual Benefit “Reward Orientation”

 Deciding what is right or wrong based on what is
rewarded
 EXAMPLES:
Stage 1: Obedience & Punishment

“ I will keep quiet so that teacher won’t get mad at

me”

Stage 2:Mutual Benefit “Reward Orientation”

“ I will let you copy mine if you do my homework”

 CONVENTIONAL LEVEL
There is understanding that there are rules to follow to
be accepted and to maintain order.

Stage 3 : Social Approval “Good Boy-Good Girl

Orientation”
 Deciding what is right or wrong based on what
others approve or disapprove of.

Stage 4: Law and Order “ Authority Orientation”

 Deciding what is right or wrong based on the rules
that should be followed.
 EXAMPLES:
Stage 3: Social Approval “Good Boy-Good Girl
Orientation”

“ I will buy that dress so that my friends will like me”

Stage 4: Law and Order “ Authority Orientation”

“ You should not cut the class because it’s against
school rules”
 POST- CONVENTIONAL LEVEL
There is flexibility in accepting rules. An individual may not necessarily
accept or follow given rules as he/she develops his/her own personal
code of ethics.

Stage 5: “ Social Contract Orientation”

Deciding what is right or wrong based on laws; however, one
recognizes that they can change. An individual acts based on what will
be good for the majority.

Stage 6: “Universal Ethical Principles”

Deciding what is right or wrong based on universal principles . One
looks into one’s conscience, pursues justice and seeks equality at all
cost.
 EXAMPLES:
Stage 5: “ Social Contract Orientation”
“It is her own decision, we should just respect that”

Stage 6: “Universal Ethical Principles”

“ If abortion became legal in our country, I will be one
of the people who will against it because it’s against
God’s Law”
Thank You