Prof. Zhanina U.

Custodio
Professional Education Department
LET REVIEW

Philippine Normal University

National Center for Teacher Education
Manila
 CHILD AND
ADOLESCENT
DEVELOPMENT
 ADULTHOOD

ADOLESCENCE

PUBERTY

CHILDHOOD

BABYHOOD

INFANCY

PRE-NATAL
CONCEPTS
 Growth Attachment
Development Psychosexual Theory
Maturation Psychosocial Theory
ZPD Ecological Theory
Heredity Sociohistoric- Cognitive/
Linguistic Theory
Environment
Other Theories
Theory
Ethological Theory
GROWTH
Pertains to the physical change and increase in size
Can be measured quantitatively
Indicators of growth are height, weight, bone size and
dentition
DEVELOPMENT
Involves increase in the complexity of function and skill
progression
The capacity and skill of a person to adapt to the
environment
Pertains to the behavioral aspect of growth
MATURATION
Consists of changes that occur relatively independent of
the environment
Usually considered to be genetically programmed- the
result of heredity
HEREDITY
The process of transmitting biological traits from
parents to offspring through genes, the basic units of
heredity
ENVIRONMENT
Refers to the surrounding condition that influences
growth and development
THEORY
Ideas based on observations and other kinds of
evidences which are organized in a systematic manner
Used to explain and predict the behaviors and
development of children and adults
ZPD (Zone of Proximal Development)
Zone of proximal development wherein the child
acquires new skills and information with the help or
assistance of an adult or an adult peer
PRINCIPLES OF
GROWTH and
DEVELOPMENTp.5
PRINCIPLES OF HEREDITY
PRINCIPLE OF REPRODUCTION
LIKE BEGETS LIKE
PRINCIPLES OF HEREDITY
PRINCIPLE OF VARIATION
No two individuals are exactly alike.
PRINCIPLES OF HEREDITY
PRINCIPLE OF CHANCE
PRINCIPLES OF HEREDITY
Dominance and Recessiveness
 PRINCIPLES OF HEREDITY
Principle of Sex-linked Characteristics
PRINCIPLES OF DEVELOPMENT
Development is an orderly process
which follows a predictable patterns:

CEPHALO-
CAUDAL TREND
PRINCIPLES OF DEVELOPMENT
Development is an orderly process
which follows a predictable patterns:
PROXIMO DISTAL TREND
 PRINCIPLES OF
DEVELOPMENT

Development is the
result of the interaction of
maturation and learning.
Development proceeds
by stages.
IMPLICATIONS
It helps us to know what to expect and
when to expect it.
It gives the adult information as to when
to stimulate and not to stimulate the child.
It makes possible for parents, teachers
and others who work with children to
prepare the child ahead of time for the
changes that will take place in his body, his
interests, or his behavior.
 STAGES OF
HUMAN
DEVELOPMENT
 The prenatal period in many aspects is
considered as one of the most- if not the
most, important period of all in the life span of
a person.
This person begins at conception and ends at
birth and approximately 270 to 280 days in
length or nine calendar months.
PRE-NATAL STAGE
(fertilization birth)

GERMINAL PERIOD
Fertilization end of 2nd wk.
EMBRYONIC PERIOD
End of 2nd wk. end of 2nd mo.
FETAL PERIOD
End of 2nd mo. birth
GERMINAL PERIOD
Fertilization end of 2nd wk.
EMBRYONIC PERIOD
End of 2nd wk. end of 2nd mo.
FETAL PERIOD
End of 2nd mo. birth
3 WEEKS 6 WEEKS 8 WEEKS

12 WEEKS 14 WEEKS 18 WEEKS

20 WEEKS 27 WEEKS 37 WEEKS

BIRTH
 Infancy is the transition period
intervening between birth and two
weeks of life and identified as the
shortest of all developmental period.
The roots of language are crying,
cooing and babbling.
STAGE 2: INFANCY STAGE
(Birth end of 2nd week)

PARTUNATE
PERIOD :
Birth up to 15
30 minutes
NEONATAL
PERIOD :
From cutting &
tying of the umbilical
cord up to the end
of second week.
 EMOTIONAL DEVELOPMENT
OF INFANTS
ATTACHMENT BEHAVIOR
developed psychologically between an
infant and the caregiver.

John Bowlby (1969)

developed psychologically between an infant and the
caregiver.
o Attachment System Interaction between the infant and
the caregiver which evolves from the infants restlessness;
and such helplessness maintains intimacy.
 Developmental tasks include: learning to walk,
learning to take solid foods, having organs of
elimination under partial control, achieving
reasonable psychological stability especially in
hunger rhythm and sleep, relating emotionally to
parents and siblings, and learning the foundations
of speech
Common emotional patterns involve anger, fear,
curiosity, joy and affection.
STAGE 3: BABYHOOD
Covers
from the
end of
second
week up to
the end of
second
year.
Babyhood Characteristics:

True Foundation age

Age of rapid growth and
changes
Age of increasing individuality
and decreasing dependency
Age of sex role typing
 Names given to describe the stage are: problem or
troublesome age, toy age, preschool age, pre-gang
age, exploratory and the questioning age
Developmental tasks include: control of elimination,
self-feeding, self-dressing and doing some things
without much help, development of motor skills that
allow him to explore and do things to satisfy his
curiosity and acquisition of adequate vocabulary to
communicate his thoughts and feelings with those
around him
STAGE 4: EARLY CHILDHOOD
End of 2nd year 6 years old
The preschool child should be given as much
as physical experience as possible and play
activities to learn by doing and to develop
his intellectual capacity.
This stage is also regarded as the teachable
moment for acquiring skills because children
enjoy the repetition essential to learning
skills; they are adventuresome and like to
try new things and have already learned
skills to interfere with the acquisition of the
new ones.
 Late childhood is the period for learning the
basic skills in life.
Names used to describe the stage are:
troublesome age, sloppy age, quarrelsome age,
elementary school age, critical period in the
achievement drive, gang age and age of
conformity.
Children in this stage win recognition by being
able to do things.
 STAGE 5: LATE CHILDHOOD
6 years of age sexual maturity
Developmental tasks include: learning physical skills
necessary for group and organized games; learning to
get along with age-mates and members of his family
and community; learning fundamental skills in reading,
writing and numeracy; develop appropriate masculine
or feminine social roles; develop healthy self-concept
and conscience; achieve personal independence by
being able to perform life skills; learn to perform the
different roles expected of him and think rationally to
adjust to situations; make decisions and solve
problems.
 The word growth spurt refers to the rapid
acceleration in height and weight that marks the
beginning of adolescence.
Considered as unique and distinctive period and
characterized by certain developmental changes
that occur at no other time in the life span
Manifested in both internal and external changes in
the body with both the primary and secondary sex
characteristics
 STAGE 6: PUBERTY 10/12 to 13/14

PRE-PUBESCENT :
overlaps with the closing
year or two of childhood
stage.
PUBESCENT :
The exact dividing line
between childhood and
adolescence.
POST-PUBESCENT:
overlaps the opening year
or two of the adolescence
stage.
 STAGE 6: PUBERTY 10/12 to 13/14

BOYS CONCERNS
NOCTURNAL EMISSIONS

SECONDARY SEX
CHARACTERISTICS
LACK OF INTERESTS IN GIRLS
 STAGE 6: PUBERTY 10/12 to 13/14

GIRLS CONCERNS
MENARCHE
MENSTRUATION
SECONDARY SEX
CHARACTERISTICS
LACK OF SEX APPEAL
 STAGE 6: PUBERTY 10/12 to 13/14

BOYS AND GIRLS CONCERNS

SEX ORGANS
BODY DISPROPORTIONS
AWKWARDNESS
AGE OF MATURING
MASTURBATION
 STAGE 6: PUBERTY 10/12 to 13/14

PSYCHOLOGICAL HAZARDS
Tendency to develop unfavorable
concepts
To become underachievers
Unwillingness to accept changed
bodies or socially approved sex
roles
Deviant sexual maturing
 Adolescence is the age when the individual
becomes integrated into society of adults; the
age when the child no longer feels that he is
below the level of his elders but equal, at least
in rights.
The developmental tasks of adolescence are
focused on the developing independence in
preparation for adulthood and in establishing a
sense of identity.
STAGE 7: ADOLESCENCE
EARLY
ADOLESCENCE:
TEEN-AGE
YEARS (13-17)

LATE
ADOLESCENCE:
Covers from 17
years of age up to
age of Legal
Maturity.
STAGE 7: ADOLESCENCE
RECREATIONAL
INTERESTS
PERSONAL
INTERESTS
SOCIAL INTERESTS
EDUCATIONAL
INTERESTS
VOCATIONAL
INTERESTS
RELIGIOUS
INTERESTS
INTERESTS IN
STATUS SYMBOLS
 The need for love and intimacy are met in adult
life, becomes more fulfilling in marriage, with
the involvement of commitment
The need for generativity is through
achievement. Burn out and alienation become a
problem with work.
Moral development possesses responsibility for
the welfare of others..
 STAGE 8: ADULTHOOD

EARLY ADULTHOOD:
18 40 Years old

MIDDLE ADULTHOOD:
40 60 Years old

LATE ADULTHOOD:
60 years old - Death
 EARLY ADULTHOOD
18 40 Years old

REPRODUCTIVE AGE
SETTLING DOWN-AGE
STAGE 9: MIDDLE ADULTHOOD
40 60 Years old

PERIOD OF SOCIAL
ISOLATION

PERIOD OF EMPTY-NEST
 Composed of individuals at and over
the age of 65, most of whom have
retired from work
Most individuals in this late years
begin to show slow, physical,
intellectual and social activities.
STAGE 10: LATE ADULTHOOD
60 years old - Death

PERIOD OF
DECLINE

THE CLOSING
CURTAIN OF THE
LIFE-SPAN
THEORIES
p.2
The Psychoanalytic
Perspective

Freuds theory
proposed that
childhood
sexuality and
unconscious
motivations
influence
personality
PSYCHOANALYTIC THEORY - Freud

ID
EGO
SUPER EGO
 PSYCHOANALYTIC THEORY

ID EGO SUPEREGO
Impulsive Rational Oughts/Shoulds
Pleasure-oriented Planning Right/Wrong
Mostly Mostly Mostly
unconscious conscious unconscious
 PSYCHOANALYTIC THEORY

SUPER EGO

E
CONSCIENCE G
EGO IDEAL O
PSYCHOANALYTIC THEORY
Personality Structure

Ego Conscious mind Freuds idea

Unconscious of the minds
mind
structure
Superego

Id
 Personality Development

Freuds Psychosexual Stages

Stage Focus
Oral Pleasure centers on the mouth--
(0-18 months) sucking, biting, chewing
Anal Pleasure focuses on bowel and bladder
(18-36 months) elimination; coping with demands for
control
Phallic Pleasure zone is the genitals; coping with
(3-6 years) incestuous sexual feelings
Latency Dormant sexual feelings
(6 to puberty)
Genital Maturation of sexual interests
(puberty on)
PSYCHOANALYTIC THEORY
Socioemotional Development

Erik Erikson (1902-1994)

Theory emphasizes lifelong
development
Eight psychosocial stages of
development
Each stage represents a
developmental task
Crisis that must be resolved
Personal
2008 competence or weakness
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 HAVIGHURSTSS
Developmental Tasks During
Life Span
(Robert Havighurst: teachable
moments)
Infancy - Early Childhood (birth
to 5 years)
Middle Childhood (6 to 12 years )
Adolescence (13 to 18 years)
Early adulthood (19 to 29 years)
Middle Adulthood (30-60 years)
Later Maturity (60>)
 THE DEVELOPMENT TASK
Infancy and Early Childhood
Learning to walk.
Learning to take solid foods
Learning to talk
Learning to control the elimination of
body wastes
Learning sex differences and sexual
modesty
Forming concepts and learning language
to describe social and physical reality.
Getting ready to read
 THE DEVELOPMENT TASK
Age Birth to 6 - 12
Learning physical skills necessary for ordinary games.
Building wholesome attitudes toward oneself as a
growing organism
Learning to get along with age-mates
Learning an appropriate masculine or feminine social
role
Developing fundamental skills in reading, writing, and
calculating
Developing concepts necessary for everyday living.
Developing conscience, morality, and a scale of values
Achieving personal independence
Developing attitudes toward social groups and
institutions
 THE DEVELOPMENT TASK
Adolescence
Achieving new and more mature relations with age-mates
of both sexes
Achieving a masculine or feminine social role
Accepting one's physique and using the body effectively
Achieving emotional independence of parents and other
adults
Preparing for marriage and family life Preparing for an
economic career
Acquiring a set of values and an ethical system as a
guide to behavior; developing an ideology
Desiring and achieving socially responsible behavior
 THE DEVELOPMENT TASK
Early Adulthood
Selecting a mate
Achieving a masculine or
feminine social role
Learning to live with a marriage
partner
Starting a family
Rearing children
Managing a home
Getting started in an occupation
Taking on civic responsibility
Finding a congenial social group
THE DEVELOPMENT TASK
Middle Age
Achieving adult civic and social
responsibility
Assisting teenage children to become
responsible and happy adults
Developing adult-leisure time
activities
Relating oneself to spouse as a
person
Accepting and adjusting to changes
Reaching and maintaining
satisfactory performance in ones
occupational career
Adjusting to aging parents
THE DEVELOPMENT TASK
Old Age
Adjusting to decreasing physical strength and
health
Adjusting to retirement and reduced income
Adjusting to death of spouse
Establishing an explicit affiliation with members
of one group
Establishing satisfactory physical living
arrangements
Adapting to social roles in a flexible way
Jean Piaget

Cognitive Theory of
Development

Sensorimotor stage
Pre-operational stage
Concrete operational stage
Formal operational stage
 Jean Piaget (1896-1980)
Children actively construct their
cognitive world using
Schemas concepts or
frameworks that organize
information
Assimilation incorporate new
info into existing schemas
Accommodation adjust existing
schemas to incorporate new
information
 Key
Stage
development:
1: Sensorimotor (0-2)
Object
Permanence
objects
continue to
exist even
when not
visible
Object Permanence: Introduction

According to Jean Piaget's theory of development, an

awareness of object permanence--that objects exist
even when out of view--emerges at about 8 months,
in the sensorimotor stage of development (birth to 2
years).

For very young babies (under 6 months), when an

object is no longer visible it no longer exists. By 8
months of age, the child will look for an object that
has just been hidden.
 Stage 2: Preoperational (2-6)

Child is not logical

Key development: Egocentrism
incapable of seeing another point of view
 Key Stage 2: Preoperational
development:
ANIMISTIC
THINKING
Inanimate
objects have life
and mental
processes
 Key
development: Stage 2: Preoperational
CENTRATION
Inability to
understand an
event
Stage 3: Concrete Operational (7-11)

Thinks logically about

concrete events
Key development:
Conservation
objects stay the
same even when their
form changes
Piaget's Conservation Task: Introduction

According to Jean Piaget, the third stage of

development (about 7 to 12 years) is the concrete
operational stage.

At about 7 years old, children acquire logical

thinking about concrete events.
Stage 4: Formal Operations (11 - adult)
Able to think logically
Key development: Abstract thinking
 MORALITY
An engagement of a
group as to the
rightness or
wrongness of a type
of act.
Dr.Chandler..
2008 The McGraw-Hill Companies, Inc.
 MORAL DILEMMA
The captain of a group of men calls
for a retreat in the face of heavy
enemy action in battle. A bridge
behind them should be blown up, but
the man sent to do that would have
little chance of coming back alive.
The captain also knows that he is the
best person to lead the retreat.
What should he do?
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 MORAL DILEMMA
Should a doctor
commit to mercy killing
of a fatally ill woman
who is begging for
death because of her
pain?
2008 The McGraw-Hill Companies, Inc.
 MORAL DILEMMA
Heinzs wife is dying. There is one
drug that will save her, but is very
expensive and the druggist who
invented it would not sell it at a low
price so that Heinz can afford it.
Heinz, desperate, breaks into the
druggists store and steals the drug.
Should Heinz steal the drug to save
her wifes life?
Why, or why not?
2008 The McGraw-Hill Companies, Inc.
 Moral Development
Lawrence Kohlberg (1927-1987)
presented moral dilemmas and analyzed
responses
Preconventional
Behavior guided by punishments and
rewards
Conventional
Standards learned from parents and
society
Postconventional
Standards of society and abstract
principles (personal moral
2008 The McGraw-Hill Companies, Inc.
code)
 Moral Development

2008 The McGraw-Hill Companies, Inc.

 Moral Development
LEVELS STAGES OF STAGES OF
REASONING REASONING

LEVEL 1 STAGE 1 STAGE 2

PRECONVENTIONAL PUNISHMENT NAVE REWARD
ORIENTATION ORIENTATION

What will You scratch my

happen to me? back, Ill scratch
yours.
(4-10 yrs.old)

2008 The McGraw-Hill Companies, Inc.

 Moral Development

2008 The McGraw-Hill Companies, Inc.

 Moral Development
LEVELS STAGES OF STAGES OF
REASONING REASONING

LEVEL 2 STAGE 3 STAGE 4

CONVENTIONAL GOOD BOY / AUTHORITY
NICE GIRL ORIENTATION
ORIENTATION

What if
Am I a good girl everybody
(10-13 yrs.old) or boy? did it?

2008 The McGraw-Hill Companies, Inc.

 Moral Development

2008 The McGraw-Hill Companies, Inc.

 Moral Development
LEVELS STAGES OF STAGES OF
REASONING REASONING

LEVEL 3 STAGE 5 STAGE 6

POST SOCIAL INDIVIDUAL
CONVENTIONAL CONTRACT PRINCIPLE AND
ORIENTATION CONSCIENCE
ORIENTATION

A law must be
for the greatest Dont do unto
good for the others what you
(13-above)
greatest number dont want others
of people. do unto you.
2008 The McGraw-Hill Companies, Inc.
ANALYZING
TEST ITEMS
 1. Dr. Escoto, the school physician
conducted a physical examination in Ms.
Manuels class. What concept best
describes the quantitative increase
observed by Dr. Escoto among the
learners in terms of height and weight?
A. Development C. Learning
B. Growth D. Maturation
 2. Which situation best illustrates the
concept of growth?
A. A kinder pupil gains 2 pounds within two
months.
B. A high school student gets a score of 85 in a
mental ability test.
C. An education student has gained knowledge
on approaches and strategies in teaching
different subjects.
D. An elementary grader has learned to play
piano.
 3. Which statements below best
describes development?
A. A high school students height increased
from 52 to 54
B. A high school students change in weight
from 110 lbs. to 125 lbs
C. A student had learned to operate the
computer.
D. A students enlargement of hips
 4. What concept can best describes
Franciscos ability to walk without a
support at age of 12 months because of
the internal ripening that occurred in his
muscles, bones and nervous system
development?
A. Development C. Learning
B. Growth D. Maturation
 5. Teacher Jesus in now 69 years old
has been observing changes in himself
such as the aging process. Which term
refers to the development change in
the individual?
A. Development C. Learning
B. Growth D. Maturation
6. In Piagets theory of cognitive development, a
child between birth to two years that is during
the sensorimotor period does not see things in
abstract forms. Therefore, in teaching
Mathematics to young children, the

A. use of pictures may not be necessary

B. use of concrete objects may not be necessary
C. concrete stage should precede the abstract
stage
D. abstract stage should preceded the concrete
stage
 7. When the individuals is said to be in the
integrity rather than despair stage in Eriksons
theory, what does this mean?

A. He/She is sure of his/her own identity.

B. Individual is able to work positively and
creatively.
C. Satisfied with his status among his/her peers
in work skills.
D. Developed a self-concept that he can accept
and is pleased with his/her role in life and
what he produces.
 8. Mrs. Tiglao observed that her seven year old pupil
plays with his penis while she was explaining the lesson
of the day. What should Mrs. Tiglao do?
A. Scold the pupil so he will stop.
B. Tell pupil to stop what he is doing.
C. Ignore the pupil and let him continue.
D. Do an activity to divert his attention to stop
what he is doing.
 9. According to Eriksons theory, a person
undergoes eight psychosocial stages of
development. In which stage is the
individual in, if he learns to win recognition
by being productive and work becomes
pleasurable and learns to persevere?
A. Initiative vs. Guilt C. Identity vs. Role Confusion
B. Industry vs. Inferiority D. Generativity vs. Stagnation
 10. While Grace was cleaning the
room, she found a wallet near the
teachers table. Ana decided to give
the wallet to the teacher. In Kohlbergs
theory, what stage did she exemplify?
A. Law and Order C. Good boy Nice girl
B. Social Contract D. Universal Ethical
Principle
 11. When a student displays aggressive
behavior in the class, what should the
teacher do?
A. Ignore the student.
B. Send the student out of the classroom.
C. Threaten the student to win confidence.
D. Model non-violent conflict-resolution
strategies.
12. The superego according to Freuds
iceberg is in the
A. Conscious level C. Unconscious level
B. Preconscious level D. none of these
 13. The age level which tends to be
most teachable is the
A. infancy C. childhood
B. adolescence D. adulthood
 14. At this stage of moral
development, individuals regard
laws and rules as flexible
instruments for furthering human
purposes.
A. Instrumental Relativist C. Social Contract
B. B. Law and order D. Universal-ethical
 15. Mrs. Alfeche called the parents to a meeting
regarding the common behavioral problems among
children. Which of the following should she emphasize?
problems that the child experiences

A. Behavioral problems are caused by environmental

factors
B. It is perfectly normal to encounter disciplinary
problems in school
C. Remedial measures are more effective than
preventive measures.
D. Patterns of problem behavior arise because of the
adjustment
ANSWERING
TEST ITEMS