DEVELOPMENTAL

STAGES IN MIDDLE
AND LATE
ADOLESCENCE
DEVELOPMENTAL
STAGES
Human Development focuses on human growth
and changes across the lifespan, including physical,
cognitive, social, intellectual, perceptual,
personality and emotional growth.
The study of human developmental stages is
essential to understanding how humans learn,
mature and adapt. Throughout their lives, humans
go through various stages of development.
The human being is either in a state of growth or
decline, but either condition imparts change. Some
aspects of our life change very little over time, are
consistent. Other aspects change dramatically.
DEVELOPMENTAL STAGES
Developmental Stage Characteristics

Age when hereditary endowments

1. Pre-natal and sex are fixed and all body
(Conception to birth) features, both external and internal
are developed.

Foundation age when basic behavior

2. Infancy are organized and many ontogenetic
(Birth to 2 years)
maturation skills are developed.

Pre-gang age, exploratory and

questioning.
3. Early Childhood Language and Elementary reasoning
(2 to 6 years)
are acquired and initial socialization
is experienced.
DEVELOPMENTAL STAGES
Gang and creativity age when self-help skills,
4. Late Childhood social skills, school skills, and play are
(6 to 12 years)
developed.
Transition age from childhood to adulthood
5. Adolescence when sex maturation and rapid physical
(Puberty to 18 years) development occur resulting to changes in
ways of feeling, thinking and acting.
6. Early Adulthood Age of adjustment to new patterns of life and
(18 to 40 years) roles such as spouse, parent and bread winner.

7. Middle Age Transition age when adjustments to initial

(40 years to retirement) physical and mental decline are experienced.

8. Old Age Retirement age when increasingly rapid

(Retirement to death) physical and mental decline are experienced.
ROBERT J. HAVIGHURST
(JUNE 5, 1900 – JANUARY 31, 1991)

was a chemist and physicist, educator, and

expert on human development and aging.
Havighurst worked and published well into
his 80s. He died of Alzheimer's disease in
January 1991 in Richmond, Indiana at the
age of 90.
  Robert J. Havighurst elaborated on the Developmental Tasks
Theory in the most systematic and extensive manner.
 His main assertion is that development is continuous throughout
the entire lifespan, occurring in stages, where the individual
moves from one stage to the next by means of successful

HAVIGHURST’S
resolution of problems or performance of developmental tasks.
 These tasks are those that are typically encountered by most
DEVELOPMENTAL TASKS DURING THE LIFE SPAN
people in the culture where the individual belongs. If the person
successfully accomplishes and masters the developmental task, he
feels pride and satisfaction, and consequently earns his community
or society’s approval.
 This theory presents the individual as an active learner who
continually interacts with a similarly active social environment.
 Havighurst proposed a bio psychosocial model of development,
wherein the developmental tasks at each stage are influenced by
the individual’s biology (physiological maturation and genetic
makeup), his psychology (personal values and goals) and sociology
(specific culture to which the individual belongs).
HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and early childhood Middle childhood Adolescence
(0-5) (6-12) (13-18)
• Learning to walk • Learning physical skills games • Achieving mature relations with both
• Learning to take solid foods. necessary for ordinary games sexes
• Learning to talk • Building a wholesome attitude • Achieving a masculine or feminine
• Learning to control the elimination of toward oneself social role
body wastes • Learning to get along with age-mates • Accepting one’s physiques
• Learning sex differences and sexual • Learning an appropriate sex role • Achieving emotional independence
modesty • Developing fundamental skills in of adults
• Acquiring concepts and language to reading, writing, and calculating • Preparing for marriage and family life
describe social & physical reality • Developing concepts necessary for • Preparing for an economic career
• Readiness for reading everyday living • Acquiring values and an ethical
• Learning to distinguish right from • Developing conscience, morality, and system to guide behavior
wrong and developing a conscience. a scale of values. • Desiring and achieving socially
• Achieving personal independence responsibility behavior
• Developing acceptable attitudes
toward society
HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Early Adulthood Middle Adulthood Later Maturity
(19-30) (6-12) (61-above)
• Selecting a mate • Helping teenage children to become • Adjusting to decreasing strength and
• Learning to live with a partner happy and responsible adults health
• Starting a family • Achieving adult social and civic • Adjusting to retirement and reduced
• Rearing children responsibility income
• Managing a home • Satisfactory career achievement • Adjusting to death of spouse
• Starting an occupation • Developing leisure time activities • Establishing relations with one’s own
• Assuming civic responsibility • Relating to one’s spouse as a person age group
• Accepting the physiological changes • Meeting social civic and obligations
of middle age • Establishing satisfactory living
• Adjusting to aging parent quarters
LIVING
MINDFULLY
is like being an artist: you need the
right tools to practice your craft, and
you need to constantly refine your
technique to achieve your creative
potential. In the same way, using the
present moment tools below will help
you to hone a consistent mindfulness
practice that will in time lead to a
more aware, compassionate and
fulfilling way of life.
Living mindfully is about five things: presence, awareness,
appreciation, reflection, and action. It is about taking moments throughout
the day to be fully present with our environment and everything within it.

Being mindful allows your body and mind to let go of stress,

negative thought patterns, and associated behaviors.
LIVING MINDFULLY:
TOOLS
Tool 1: Breathe Mindfully. Use your breath as an anchor Tool 6: Express Gratitude. Practice gratitude daily
to still your mind and bring your focus back to the present and expand it outward, appreciating everyone and
moment. everything you encounter.

Tool 2: Listen Deeply. Listen with intention; let others Tool 7: Nurture Mutual Respect. Appreciate our
fully express themselves and focus on understanding how common humanity and value different
they think and feel.. perspectives as well as your own.

Tool 3: Cultivate Insight. See life as it is, allowing each Tool 8: Build Integrity. Cultivate constructive
experience to be an opportunity for learning values and consistently act from respect, honesty
and kindness.

Tool 4: Practice Compassion. Consider the thoughts and Tool 9: Foster Leadership. Engage fully in life and
feelings of others and let tenderness, kindness and in community. Share your unique talents and
empathy be your guides. generosity so that others can also be inspired.

Tool 5: Limit Reactivity. Observe rather than be Tool 10: Be Peace. Cultivate your own inner peace,
controlled by your emotions. Pause, breathe, and becoming an agent for compassionate action and
choose a skillful response based on thoughtful speech social good.
and non-violence under every condition.
 THE SMELL
OF THE OCEAN
NEVER GETS OLD
SEATWORK
In ten tools in living mindfully, which tools do you use most
often? Which tools do you use least often? Can you think of
ways to incorporate those tools into your life? Which one
could you try today?