DEVELOPMENTAL PSYCHOLOGY – INTRODUCTION TO DEV PSYCH REVIEWER

Life Span Development or Developmental as intelligence, speech,

Psychology psychomotor ability. 
 the branch of psychology that focuses - it’s more on the person’s
on how people grow and change over functioning (critical thinking,
the course of a lifetime. Those who emotional, accuracy)
specialize in this field are not just
concerned with the physical changes Basic Principles of Development
that occur as people grow; they also  The development follows an orderly
look at the social, emotional, and sequence that is predictable.
cognitive development that occurs - Can identify changes that are
throughout life. taking place from the moment of
 A scientific approach that aims to conception up until death.
explain growth, change, and Changes will most likely follow
consistency through the life span.  cephalocaudal law as well
 Focuses on childhood. The early proximodistal. 
foundation is critical to development  The rate of development is unique to
because most of the changes happen in each individual
childhood.  - Similar to individual differences,
e.g. twins
Core Concepts Growth  Development involves change
 refers to quantitative changes in an - Can be quantitative or
individual as he progresses in qualitative (domains of
chronological age. development such as physical,
 More likely seen in the physical changes emotional, social, personality,
that we have and cognitive.) 
 Early development is more critical than
Development  later development
 Refers to progressive series of changes  Development is the product of
of an orderly coherent type leading to maturation and learning
the individual’s maturation.  There are individual differences in
 Are predictable changes that occur in development
structure over the life span  There are social expectations for every
 Development involves a series of development period which are often
changes that occur in our lives. These referred to as a developmental task.
changes are both quantitative and
qualitative.  Themes and Issues in Developmental
 More comprehensive than ‘growth’. The Psychology
changes can be quantitative or
qualitative.  Theme 1: Stability and Plasticity of Human
a. Quantitative Behavior
- marked by some measurable  Stability - refers to the degree to which
amount of something that children maintain their same rank order
determines change such as the in comparison to other children with
size of the head, length of the respect to some characteristic
arms, and feet.  Plasticity - refers to the ability to
measurable of something that change as a result of experience
determines changes, like Theme 2: Continuity and Discontinuity of
physical and can be seen by the Human Behavior
naked eye  Continuity – pertains to gradual
b. Qualitative  changes in development (quantitative)
- refers to those that occur in the  Discontinuity – pertains to relatively
person’s nature of functioning abrupt changes in development
like achieving efficiency and (qualitative)
accuracy in performance such Theme 3: Normative and Ideographic
Approaches
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 Normative – concerned with features  Physical and Psychomotor – changes

that all people have in common in bodily appearance and structure, with
 Ideographic – concerned with individual changes in bodily activities like motor
differences among people skills.
Theme 4: Nature and Nurture of Human
Behavior Physical Domain:
 Nature and nurture debate concerning
the degree to which biology (nature) – Body size
and experience (nurture) influence the
– Body proportions
development of any psychological
characteristics and its development – Appearance

cephalocaudal pattern - is the sequence in – Brain development

which growth proceeds from top to bottom. 
proximodistal pattern - is the sequence in – Motor development
which growth starts at the center of the body and
– Perception capacities
moves toward the extremities.
– Physical health.
Domains of Development
 Cognitive – changes in the thought
processes that could affect language,
learning abilities, and memory

Cognitive Domain:

– thought processes and

intellectual abilities including:

• Attention

• Memory

• Problem solving

• Imagination

– Metacognition

– Language

 Socioemotional – changes in social

and emotional aspects of personality.

Social/Emotional Domain (Affective):

– Self-knowledge

• Self-esteem

• Metacognition

– Moral reasoning

– Understanding and expression

of emotions

– Self-regulation

– Temperament
 DEVELOPMENTAL PSYCHOLOGY – INTRODUCTION TO DEV PSYCH REVIEWER

– Understanding others • Childhood (Early and Late)

– Interpersonal skills, and • Puberty Stage

friendships.
• Adolescence
Stages Of Development
• Adulthood (Early, Middle, Late)
• Pre-natal Period (Conception)

• Post-natal Period (Infancy and

Babyhood)

I. Prenatal Stage
The development of individual begins at conception. It takes approximately 266 days or 38 weeks to
become a fetus to be born (otherwise known as Gestation Period).

Gestation periods takes place in three phases namely:

Period of the Ovum/Germinal Period of the Embryo Period of the fetus

Stage - begins from the second week - covers eight weeks to birth.
- starts from fertilization to two to eight weeks. - Rapid growth and changes in
weeks wherein the fertilized egg - Protective and nurturing body forms are taking place.
undergoes rapid cell division organs (umbilical cord and - During this time, the fetus is
which result s into a complex amniotic sac) and major body large enough so that its
organism with rudimentary body organs and systems (nervous, movements could be observed
parts leading to the next period. respiratory) have become well and felt by the mother.
differentiated.

Essential Characteristics Factors Influencing Prenatal Development

1. Hereditary endowment of an individual is • Environmental factors (i.e. alcohol
fixed. intake, excessive smoking, viruses,
2. Favorable conditions of the mother’s pollutants and toxic substances)
body is very important. • Maternal Infection (i.e. German measles,
3. Sex of the individual is fixed in the time toxoplasmosis or diseases caused by
of conception parasites)
4. Proportionately greater growth & • Other factors (i.e. maternal malnutrition,
development during this period emotional stress, accidents)
5. A time of many hazard both physical & • Genetic causes (i.e. down syndrome)
psychological
6. The time when significant people form
attitudes toward the newly created
individual
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II. Postnatal Stage

• Begins when the child is being BORN. During birth, the fetus faces demands of performing the
first basic tasks of struggling through a difficult passage from the mother’s womb to be born.
• Subdivided into two periods namely INFANCY and BABYHOOD Period

Postnatal Stage: INFANCY Postnatal Stage: BABYHOOD

• Occupies the first two weeks of the • Extends from the 2nd week of infancy up to
infant’s life after being born. the 2nd year of life.
• Subdivided into two periods namely: • Also known as the “Age of helplessness”
– Period of the Partunate – because the baby is extremely dependent
covers the first 15-20 minutes to adult.
after birth, once the umbilical • Babies display movements that are
cord has been cut. reflexive in nature.
– Period of the Neonate – covers
the rest of the infancy period up
until the end of the second
week.
• During the infancy period, major
adjustments have to be made such as:
- adjustment to temperature change;
- breathing;
- taking nourishment; and
- elimination of body waste.

ESSENTIAL CHARACTERISTICS Characteristics of Babyhood

• Infancy Is the Shortest of All • Babyhood is the True Foundation Age
Developmental Periods • Babyhood Is an Age of Rapid Growth and
• Infancy is a Plateau in Development Change
• Infancy Is a Time of Radical Adjustments • Babyhood Is an Age of Decreasing
• Infancy is a Preview of Later Dependency
Development • Babyhood Is the Age of Increased
• Infancy Is a Hazardous Period Individuality
• Babyhood Is the Beginning of Socialization
• Babyhood Is the Beginning of Sex-Role
Typing
• Babyhood Is an Appealing Age
• Babyhood Is the Beginning of Creativity
• Babyhood Is a Hazardous Age

Postnatal Stage: BABYHOOD - Newborn’s Reflexes

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 DEVELOPMENTAL PSYCHOLOGY – INTRODUCTION TO DEV PSYCH REVIEWER

III. Childhood Stage

 This stage starts from two years to the onset of puberty.
 Divided into two parts namely: Early Childhood Stage and Late Childhood Stage

Childhood Stage: EARLY CHILDHOOD Childhood Stage: LATE CHILDHOOD

• Extends from six years up to the onset of
• Extends from two years to six years. puberty.
• It is also called the “Age of Curiosity” • It is labeled as the “Smart Stage”
because children are fond of asking because children think they know about
questions in exploring their environment. everything when they talk.
However, it is also regarded as the • It is otherwise labeled as the “Gang
period of aggression and negativism. Stage” since they desire for acceptance
• Is a critical period in the development and belongingness.
of the human potential.
• It is the period of the development of
initiative.
• Referred as preschool age.
Characteristics of Early Childhood Characteristics of Late Childhood
• Most parents consider it a problem age • Period of excellence and Pseudo -
or troublesome age and often refer as maturity.
the toy age. • The stage is called latency period.
• Educators refer to the early childhood • It is marked by profound affect on child’s
years as the preschool age and labeled personal and social adjustment.
as preschoolers. • It is the entry stage in first grade in
• Psychologists use a number of names elementary school.
such as pre-gang, exploratory, • It is also named as elementary school age.
questioning, imitative and creative • This period can be termed as
age. troublesome age and quarrelsome age.
• This period can also be termed as - gang
or creative or play age.

IV. Puberty Stage

• This stage overlaps the end of childhood and it also touches the early part of adolescence.
• It is characterized by rapid changes in height and skeletal structures, and also changes in
weight and sexual maturation.
• It is also known as “Age of Confusion” as well as awkwardness for they do NOT know
whether to behave like a child or like a grown up.
Passes into two stages namely:
Pre-pubescence – changes in primary sexual Post-pubescence – marked by completion of
characteristics specifically in reproductive pubic hair growth, maturation of reproductive
apparatus. organ and development of secondary sex
characteristics.

V. Adolescent Stage
• This period extends from thirteen to seventeen years (Teenager or young adolescent) and
from 18-24 (Youth or older adolescent)
• It is derived from the Latin word “Adolescere” which means “to grow into maturity”
• Since most of the adolescents spend more time outside the home with their peer group, it is
understandable that there is increased peer group influence on the adolescent’s speech,
attitude, interests, and appearance.
• Adolescents normally set new values in the selection and acceptance of new friends.
 DEVELOPMENTAL PSYCHOLOGY – INTRODUCTION TO DEV PSYCH REVIEWER

Essential Characteristics
• It is described as an important period of physical and psychological changes.
• It is a transitional period
• It is the threshold to adulthood.
• It is commonly referred as the “Period of storm and Stress” wherein the individual
experience turbulence in his life that causes psychological strain brought about by his
preoccupations he is engaged in during the period.

VI. Adulthood Stage

This stage is further divided into three parts namely:
Early Adulthood Middle Adulthood Late Adulthood or Old Age
- extends from 21 to 40 years - extends form 40-60 years of - extends from 60 onwards.
of age wherein the young adult age. - It is otherwise known as the
enters a period of adjustments - This is the stage where there “Age of Senescence” because
to new patterns of life and to is a shift from family-centered of some physical and
new social expectations. relationship to a pair-centered psychological changes leading
- They now establish a new relationship. to a regression to earlier stages.
lifestyle, living independently It is also the time when
from their parents and pursuing menopause and andropause
immediate goals of their own (climacteric) occurs, thus, both
choice. men and woman experience
- Moreover, they develop new mid-life crisis.
attitudes, interests, and values - EMPTY NEST SYNDROME
in keeping with their new roles,
thus, they are expected to
make deeper commitments and
adjustments to their work,
spouse, and children.

ASPECTS OF DEVELOPMENT

• Physical & Motor Development

• Cognitive Development

• Psychosocial Development

• Socio-emotional Development

• Moral Development

PHYSICAL & MOTOR DEVELOPMENT

Prenatal Stage
At first the baby is just a zygote and transform into an embryo and then form into a fetus
Infancy and Babyhood
• Soon after birth the infant loses about 5-10% of birth weight. At 2 weeks of age, the infant
begins to regain the weight and by 4 to 6 months, weight is doubled. Infants need to learn how
to move and to use their bodies to perform various tasks, a process better known as motor
development.
• The posterior fontanel closes at 6-8 weeks. First teeth erupt at 5-6 months of age. Initially,
babies' movements are simply the uncontrolled, reflexive movements they are born with.
reflexes are involuntary movements in response to a stimulus. These are very important to
 DEVELOPMENTAL PSYCHOLOGY – INTRODUCTION TO DEV PSYCH REVIEWER

assess as they are indicators of normal brain and nerve development.

Early Childhood
 Weight. Average annual increase is 3 – 5 pounds
 Height. Average annual increase is 3 inches..
 Body Proportions. The “baby look” disappear.
 Body Build. Children may have an endomorphic, mesomorphic or ectomorphic body build.
 Bones and Muscles. Becomes larger, stronger and heavier.
 Fat.
 Teeth.

Late Childhood
• Body build affects both the height and weight of a child in late childhood.
• The bones harden; the height and weight increase at this stage and there is improvement in
a child motor development, skill and endurance.
• A child at this stage is physically restless. He must engage himself in one or the other activity.
• The child develops skills like - self-help skills, social-help skills, school skills and play skills. A
part from doing his or her own works the child becomes able to help others

Adolescent
• Evidence of biological and sexual maturation of the reproductive apparatus.
• Development of primary and secondary sex characteristics
• Gross and fine motor skills are enhance

COGNITIVE DEVELOPMENT
Infancy and Babyhood
• At 1 month old, infants recognize parents' voices and begin to smile
• 6 months old, infants explore their environment visually and orally
• 9 months old, infants develop object permanence and begin to play games such as peek-a-
boo

Early Childhood
• Young children’s understanding of people, objects and situations increases rapidly.
• Their concepts become more specific and meaningful to them.
• Form ideas based on their perceptions
• Can only focus on one variable at a time
• Over generalize based on limited experience
• Sorts shapes and colors; follow 2-step instructions
• Plays make-believe works toys with parts.
• Names colors and numbers; begins writing letters.
• Counts to 10 or higher; prints some letters and copies basic shapes.

Late Childhood
In this developmental stage used logical thinking but with a very limited ability to extend logic to
abstract concepts (e.g. the disdain for imaginative and illogical thinking of early childhood.)
At this point, they have accumulated a lot of general knowledge and have gradually develop ability to
apply learned concepts to new tasks. they also have a frequent interest in learning life skills from adults
at home and elsewhere.

Adolescent
• Evidence of vocabulary expansion.
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• Capable of abstract reasoning, critical and logical thinking.

• Can solve problems that are more complex and complicated

PSYCHOSOCIAL DEVELOPMENT
Infancy & Babyhood
• Characterize strong attachment to significant others especially the primary caregiver.
Early Childhood
• Engage into play activities
– Parallel play. Young children play independently beside other children rather than with
them.
– Associative play. Children engage in similar, of identical, activities with other children.
– Cooperative play. They are a part of the group and interact with group members.
– Onlooker. Watching other children at play but making no attempt to play with them.
Late Childhood
• It is a Gang Age
• A stage of socialization of the ego-centric nature of the child.
• The child’s social environment and its functions are widening. Both the classroom and the
playground situations train him how to feel, think and act together with others, share joy and
sorrow with them.
• Learns some of the social rules and norms through active participation in society. The child
at this stage is engaged in social interaction and learns the spirit of sharing with others.
• Group play and group activity make the child more social, loyal and disciplined.
• Development of Extrovert Nature
Adolescent
• Are engage into romantic relationships and social involvement
• Social groups are relevant in the development of values.
• Personal identity is influenced by the identity of the group

SOCIO-EMOTIONAL DEVELOPMENT
Infancy and Babyhood
• At 1 month old, infants respond to calming actions when upset
• 2 months old, infants smile and are able to console and comfort themselves
• 9 months old, infants begin to display stranger anxiety and seek parents for comfort and play
Early Childhood
• It is characterized by heighted emotionality.
• Emotions like love, fear, joy, and anger are experienced by the child just like adult. Children’s
emotions last only for a few minutes unlike the adults’ which may drag on for hours.
• Common emotions expressed are
– Envy. Complaining what they themselves have or by verbalizing wishes to what other
has.
– Joy. The express it by smiling and laughing.
– Grief. Express by crying and by losing interest in their normal activities.
– Affection. They express it physically, by hugging, patting and kissing the object of
affection.
Late Childhood
• At this stage discover that expression of emotions, especially the unpleasant emotions, is
socially unacceptable to their age-mates. As a result, they acquire a strong incentive to learn to
control the outward expressions of their emotions. Characteristically, emotional expressions in
late childhood are pleasant ones compared with the early childhood stage. A normal child at
this stage believes in the sharing of love and affections. At this stage children also experience
such emotions like - anger, fear, joy, anxiety etc.
Adolescent
• Becoming intimate with a romantic partner
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• Emotions are somewhat “turbulent”.

• Has relatively experience “high’s and low’s” of emotional state.

MORAL DEVELOPMENT
Late Childhood
Children age 8 -11 predominantly focused in the needs and wants of themselves, although they have
developed a conscience and move from thinking in terms of “what’s it in for me?” Fairness (e.g. if
you did this to me, i would do that for you”.) they now want to gain social approval and live up to the
expectations of people close to them. They tend to have a “golden rule” morality where they can take
the perspective of others and may place the needs of others over their own self-interest. However, their
moral thinking abilities are not always reflected in their behavior improvement of fine motor skills
during late childhood years because of myelination of the central nervous system.

Developmental Task

1. Infancy and Babyhood

• a time of extreme dependence on adults. Many Psychological activities are just beginning –
language, symbolic thought, sensorimotor coordination and social learning.

2. Early Childhood

• They have some simple concepts of social and physical realities, but far too few to meet their
needs as their social horizons broaden and as their physical environment expands.

• Control of elimination

• Self-feeding, self-dressing and doing something's without much help

• Development of motor skills that allow him to explore and do things to satisfy his curiosity

• Acquisition of adequate vocabulary to communicate his thoughts and feelings with those around
him.

3. Late Childhood

• Learning physical skills necessary for ordinary games

• Building a wholesome attitude towards oneself.

• Learning to get along with age mates

• Children should accomplish certain tasks that society expects them to master, to achieve a place
in society. Failure of these will result in immature pattern of behaviour, which might be against the
acceptance in peer group

4. Adolescent

• Learning appropriate masculine or feminine social roles

• Developing fundamental skills since it is the basis of intellectual competence. They combine
knowledge and practice directed toward identifying and solving significant and meaningful
problems.

• Developing conscience-a sense of morality and a scale of values

• Developing attitude towards social groups and institutions.

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Hazards

1. Infancy and Babyhood

Not all-newborn infants are capable of survival. While the percentages of stillborn infants and of
deaths immediately following birth and during the period of adjustment after birth have been
declining in recent years owing to improved medical techniques of prenatal care, childbirth, and
postnatal care, the death toll is still high. This is evidence of how critical this period of life is.

The most critical time during this period is on the first day of life, when 29 per cent of all the
neonatal deaths occur. There are many causes of neonatal deaths, the most common of which
are prematurity, congenital debility, malformations, injuries at birth, pneumonia, influenza,
diarrhea, and anoxia, or deficiency of oxygen resulting from the drugs used to relieve pain
during delivery.
2. Early Childhood

• The physical hazards of early childhood have psychological as well as physical repercussions,
especially such hazards as illness, accidents, and awkwardness.

• Child’s behavioral development has associated with its potential hazards such as speech,
emotional, social, play, moral, sex role typing, family-relationship and personality hazard.

3. Late Childhood

• Late childhood are more prone to accidents and injury late childhood children are more
associated with a higher risk of impaired decision making ability, being a bully and victim of
bullying, engaging in antisocial behaviors, truancy, reporting school displeasure, being unhappy,
and lower self-esteem.

• While most illness at the late childhood stage are real, some are imaginary or ‘faked’. The
children sometime pretend illness. They slowly children learn that when they are ill, they are not
expected to carryout their regular activities, home disciplines are relaxed, and they get more
attention than usual. As a result, sometimes they repeat this technique, ‘Imaginary or faked
illness’, for avoiding regular activities or unpleasant task.

4. Adolescent

• Sex Inappropriate Body Build: Sometimes girls with masculine body builds and boys with girlish
physiques are likely to the ridiculed by their peers and pitied by adults. This leads to personal and
social maladjustments. By contrast, a sex-appropriate body builds aids to good adjustment.

Child Protections Laws in the Philippines

 R.A. 7877 - Anti- sexual Harassment act of 1995

 P.D. 603 - Classes for children with special needs

 R.A. 7610 - Stronger Deterrence and Special Protection against Child Abuse, Exploitation and
Discrimination, and for other Purposes.
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The Rights of Every Filipino Child

• To be born. To have a name and nationality.

• To be free. To have a family who will take care of.

• To have a good education.

• To develop own potentials.

• To have enough food, shelter, a healthy and active body.

• To be given the opportunity for play and leisure.

• To be given protection against abuse, danger and violence brought by war and conflict.

• To live in a peaceful community.

• To be defended and assisted by the government.

• To be able to express own views.

Child Abuse

• Child abuse is defined as maltreatment, whether habitual or not.

• A person who is below 18 years old or those over but are unable to fully take care of themselves
from abuse, neglect, cruelty, exploitation or discrimination because of physical or mental disability
or condition.

• Abuse is perpetuated by a person who is responsible for the child's welfare. Under circumstances
which gravely threaten or endanger the survival and normal development of children.

Kinds of Abuses

• Physical Abuse

• Neglect

• Physical Neglect

• Educational Neglect

• Emotional Neglect

• Sexual Abuse

• Sexual Exploitation

• Emotional abuse

• Child trafficking

• Child Labor

• Abandoned

Developmental Theories

• Psychoanalytic Theories

– Psychosexual Theory of Development

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– Psychosocial Theory of Development

• Behavioral Theories

– Reinforcement Theories

• Cognitive & Learning Theories

– Cognitive Theory of Development

– Social Learning Theory

– Social Constructivist Theory

– Moral Development Theory

I. Psychoanalytic Theories
a. Psychosexual Theory of Development-Sigmund Freud

STAGES EROGENOUS AGENTS ACTIVITIES AGE

ZONE

ORAL MOUTH MOTHER 1.ORAL INCORPORATION BIRTH-1

2.ORAL AGRESSION

ANAL SPHINCTER OF CARETAKERS 1. ANAL RETENTION 1-3

THE ANUS

1. ANAL
REPULSION/EXPULSION

PHALLIC GENITALIA PARENTS OEDIPUS COMPLEX- 3-6

Boy most likely experience

“CASTRATION ANXIETY”

ELECTRA COMPLEX

Girl most likely experience “PENIS

ENVY”

LATENCY Continuation of the 1 st three stages 6-11

11
onwards
GENITAL

b. Psychosocial Theory of Development - Erik Erikson

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• According to Erikson, there are eight psychological stages of ego development that integrate
the psychological, physical, and social aspects of the socialization process.

• 1st Stage: Basic Trust vs. Mistrust

• 2nd Stage: Autonomy vs. Shame and Doubt

• 3rd Stage: Initiative vs. Guilt

• 4th Stage: Industry vs. Inferiority

• 5th Stage: Identity vs. Role Confusion

• 6th Stage: Intimacy vs. Isolation

• 7th Stage: Generativity vs. Stagnation

• 8th Stage: Integrity vs. Despair

II. Behavioral Theories

a. Reinforcement Theories: Classical & Operant Conditioning

• Classical Conditioning - Ivan Pavlov

It is based on ADHESIVE principle which means that a response is attached to a stimulus

through the stimulus occurring just prior to the response so that the recurrence of the stimulus will
evoke or cause the response.

Reinforcement Theories:
Classical & Operant Conditioning

b. Operant Conditioning - B F Skinner

Organism has to do something in order to get a reward that is, it must operate on its environment.

III. Cognitive & Learning Theories

a. COGNITIVE THEORY OF DEVELOPMENT - JEAN PIAGET

Sensori-motor

 Ages birth - 2: the infant uses his senses and motor abilities to understand the world
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Pre-operation

 Ages 2-7: the child uses metal representations of objects and is able to use symbolic
thought and language

Concrete operations

 Ages 7-11: the child uses logical operations or principles when solving problems

Formal operations

 Ages 12 up: the use of logical operations in a systematic fashion and with the ability to
use abstractions

b. Social Learning Theory - Albert Bandura

- puts emphasis on OBSERVATIONAL LEARNING.

Steps in Social Learning:

1. Attention

2. Retention

3. Motoric Reproduction

4. Reinforcement

c. Socio-Cultural Theory - Lev Vygotsky

• Agreed that children are active learners, but their knowledge is socially constructed.

• Cultural values and customs dictate what is important to learn.

• Children learn from more expert members of the society.

• Vygotsky described the "zone of proximal development", where learning occurs.

d. Moral Development Theory- Lawrence Kohlberg

Kohlberg's stages of moral development are planes of moral adequacy conceived by Lawrence Kohlberg
to explain the development of moral reasoning.

Stages of Moral Development

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Level 1 (Pre-Conventional)

1. Obedience and punishment orientation

2. Self-interest orientation “What's in it for me?”

Level 2 (Conventional)

3. Interpersonal accord and conformity “good boy/good girl”

4. Authority and social-order maintaining orientation (Law and order morality)

Level 3 (Post-Conventional)

5. Social contract orientation

6. Universal ethical principles (Principled conscience)